探討優質環境學習中心之特質—一個德懷術研究

• Main Authors: Yung-Chun, Chiang, 姜永浚
• Other Authors: Ju Chou
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/77842132045838830204

碩士 === 國立臺灣師範大學 === 環境教育研究所 === 95 === The study used Delphi method to explore the characteristics of a high quality environmental learning center. The result of the research can be reference to develop similar industry in Taiwan. The study performed a three-round Delphi survey with a group of experts and identified 27 characteristics which can be categorized into 5 types: overall concern, site and facilities, operation and management, staff, and programs. Among all the characteristics, 11 of them are appraised as more important than others. These characteristics are listed below. Characteristic 1: An environmental learning center develops concrete mission of environmental education based on its objectives and its distinguished resources whether the resources are already there or are created. Characteristic 4: An environmental learning center should regularly evaluate its staff, facilities, programs, operations and management through systematic design. Characteristic 7: The facilities and design in an environmental learning center should blend with local environment or reflect local features, and they should take into consideration energy saving design, energy efficiency, fun, intellectuality, aesthetics, humanism, and education. Characteristic 9: An environmental learning center should actively connect with local organizations or individuals in order to strike a balance among local life, production and ecology. Characteristic 11: To reduce impact on the environment as much as possible, the operation and management of an environmental learning center should consider local recreational carrying capacity whose impact parameters include ecological carrying capacity, actual carrying capacity, facility carrying capacity, and social carrying capacity. Characteristic 15: The staff in an environmental learning center should possess suitable concepts of environmental literacy and sustainable development. Characteristic 18: An environmental learning center needs at least one full-time staff whose expertise is environmental education. Characteristic 19: The expertise of the full-time environmental educator should have at least six aspects listed below: environmental literacy, basic understanding to environmental education, responsibilities as an environmental educator, ability to plan and execute environmental education programs, ability to improve learning, ability to review and to improve. Characteristic 21: The programs in an environmental learning center usually have some features such as inspirations rather than teaching, interactions rather than instillation, and helping visitor to experience. Characteristic 23: The objectives of the programs in an environmental learning center is to assist visitors to develop environmental awareness, environmental knowledge, environmental ethics, action skills, or even to have experience of environmental actions. Characteristic 27: Through design and arrangement, an environmental learning center enables users of the programs or facilities to experience and fulfill commitment to environment friendliness and sustainable development. Among the 27 characteristics, the less important ones are listed below. Characteristic 8: According to the need of each center, an environmental learning center should consider and respond to the learning right of disabilities. Characteristic 25: An environmental learning center can bring forth new exhibitions and programs to attract visitors to come back again and use the service in the center constantly.