| Summary: | 碩士 === 臺北市立教育大學 === 環境教育研究所 === 94 === Abstract
Since United Nations summoned a conference on the Human Environment in 1972, the environment has been an international issue we should face together. Schools are the formal education sector. Teachers are even more important because they play a key role here. Environmental literacy is the ultimate target in environmental education. The purpose of the research is to understand the differences of environmental literacy among teachers and how environmental literacy influences environmental teaching. Moreover, it serves as a reference for schools and educational institutions in practice of teachers’ training on environmental education.
This is a quantitative study. Through the survey of questionnaire, the population of the subjects is elementary school teachers in Taipei City. The sample was collected by stratification. The researcher issued 766 questionnaires, and 669, or 87.34%, of them were collected. 13 out of 669 were invalid, and 656, or 98.05%, were valid. The data were analyzed in terms of mean, standard deviation, frequency, percentage, T-test, one-way ANOVA, and Pearson correlation. The conclusions are as the following:
1. According to the scores, the ranking from the top to the bottom is the aspect of affectivity, skill, cognitive, and behavior.
2. In terms of the cognitive of environmental literacy of elementary school teachers, the scores of the knowledge of issues are the highest. About affective aspect, teachers attain high scores on sense of responsibility, environmental sensitivity, and the sense of attitude value. Moreover, teachers also equip with sense of responsibility, environmental sensitivity, and positive attitude and value to environment. In the aspect of skills, action skills retain better scores. In the aspect of behavior, the scores of eco-management are the highest.
3. The differences among elementary school teachers’ environment literacy are outstanding in the four aspects. The salient differences are from age, years of teaching experiences, background of education and training of environmental education, the experience of activity participating of environment protection.
4. In each semester, 30% of the elementary school teachers implement theme teaching once. 40% of them do it twice or more. In terms of integrating environment education with other curricula, natural science and social science are the most; on the contrary, math is the least. In terms of the content of teaching, the topic on environment pollution is the top, and environment change is the next. In the strategy of environmental education teaching, lectures from teachers and peer discussion are the most, and observation and value clarification are the next. Schools, with the highest frequency than other counterparts, utilize teaching resources to implement environmental education teaching. About assessment, 60% of teachers ask students to hand in a written report or to report orally. In terms of the goals of environmental education teaching, 80% of teachers think they can reach the goals of the sense of environmental attitude value and conceptual knowledge. 50% of teachers think they can reach the goals of environmental awareness and environmental sensitivity. More than 40% of teachers think they can reach the goal of environmental action experience. 30%, or more, of teachers think they can reach the goal of environmental action skills.
5. In terms of implementing environmental education teaching, the salient differences are from age, genders, years of teaching experiences, background of education and training of environmental education, the experience of activity participating of environment protection.
6. The environmental literacy of elementary school teachers in Taipei is positively relevant to the environmental education teaching.
Keywords : environmental education. environmental literacy.
environmental education teaching.
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