Constructive Study of Elementary School Students’Environmental Action Assessment System

• Main Author: 范靜芬
• Other Authors: 高翠霞
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/15757434541859293773

碩士 === 臺北市立教育大學 === 環境教育研究所 === 94 === Environmental action is not only the main goal of environmental education, but also an important characteristic which is different from the goal of other discipline. Executing of environmental action has immediately and directly effect upon the environmental problem of the earth. Environmental education’s teaching trend always puts emphasis on taking actions such as solving problem when it faces environmental problem. After analyzing literatures, we can find that the on-the-spot teachers’ teaching usually neglect the assessment because of non-mainstream course of environmental education. If teachers neglect the assessment of environmental education, how can we know what kind of environmental actions students take and display? Furthermore, how can we improve the teaching of environment education? According to what above-mentioned, it shows the exigency of establishing the environmental action assessment system for our country in the present stage. Multiple methods such as analytic approach of the content, investigation method of the questionnaire and literature-analysis ha ve been used to collect data in this study. It tries to construct some concrete concept for students’ environmental action to develop the elementary school students’ environmental action assessment system and examining form. After discussion and analysis, the findings of the study are summarized here. 1. It has constructed 23 environmental actions concepts, 8 in the environmental action skill aspect and 15 in the aspect of environmental actions experience. 2. Environmental action concepts were classified according to the different displays and diverse levels of each concept and it has constructed the environmental action assessment system. In the environmental action skill aspect, the integration of first gradation is “communication and expression”; second gradation is “data collection” and “investigation and analyses”; the third gradation is “exploration and analyses” and “drawing up the plan”. In environmental action experience aspect, the integration of first level is “keep environment neatly clean”, “resource recycling”, and “economize by energy”; second level is “show loving care for disadvantaged minority” and “participate in environmental topic exploration”; the third level is “pla n and carry out the environmental protection activity” and “solve the environmental problem”. 3.The teachers in the greenshool consider that the importance of the environmental action concept including first “using the telephone,net,newspaper and books to collect and discuss the questions of environment”and Second ” to economize the water”. The worse behaviour of students’ environmental actions are “planning the project to protect community’s environment.”and” having coperience to solve area environment problems.” 4.It has accomplished the environmental action examine form which is suitable for the elementary school students and teachers. In the part of teacher with examine form; it has constructed 23 items for examining. In the part of students’ examining form, it has set up 40 items.