The study of the influence of "garbage disposal and green consumption" instructional activities on the fifth grade students’ environmental literacy.

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 95 === Abstract The purpose of this study was to understand the fifth graders' environmental literacy on "garbage disposal and green consumption" and to analyze students' learning achievements of environmental literacy on "garbage disposal...

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Bibliographic Details
Main Authors: LO SHENG HSIN, 羅聖心
Other Authors: 何小曼
Format: Others
Language:zh-TW
Published: 2007
Online Access:http://ndltd.ncl.edu.tw/handle/62494619153211082478
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Summary:碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 95 === Abstract The purpose of this study was to understand the fifth graders' environmental literacy on "garbage disposal and green consumption" and to analyze students' learning achievements of environmental literacy on "garbage disposal and green consumption" through related instructional activities. In this study, environmental literacy is generalized as environmental awareness and sensibility, environmental knowledge, environmental values and attitudes, environmental action skills, and environmental action experiences. The researcher has designed and taught the "garbage disposal and green consumption" related instructional activities which are based on the curriculum goals and competence indicators of environmental education of the "nine-year joint curriculum guidelines in elementary and junior high schools". Most of the instructional activities and assessments in this study were mainly based on qualitative study while some on quantitative study. The subject of the study is a class of the thirty-five fifth graders in an elementary school in Taipei County. During the period of seven weeks (29 sessions in total), the "garbage disposal and green consumption" instructional activities include semi-interview records, worksheets , observation records, teaching memos, feedback forms, and "questionnaires on environmental literacy on garbage disposal and green consumption of the fifth graders" constructed by the researcher. The study employs one-group pre-test/post-test design. The students were given a follow-up test one month after the completion of all instructional activities in order to understand how the instructional activities may influence the students' environmental literacy on "garbage disposal and green consumption". The results of this study were as follows: 1.The students' environmental literacy on "garbage disposal and green consumption": 1).The students were deficient in green consumption awareness and sensibility and likewise in overall environmental awareness and sensibility; 2).The students differed greatly in environmental knowledge and lacked for overall environmental knowledge; 3).Environmental values and attitudes towards garbage disposal were more positive than those towards green consumption, and the students’ overall values and attitudes were as well positive; 4).The students tended to acquire solutions from their surroundings. However, since green consumption action skills were less familiar, the students lacked for overall environmental action skills; 5).The students lacked for green-consumption-related action experiences, and overall environmental action experiences were scarce; 6)."Environmental awareness and sensibility" and "environmental action experiences" were also highly yet positively related. 2.Students' learning achievements of environmental literacy through "garbage disposal and green consumption" instructional activities were as follows: The "garbage disposal and green consumption instructional activities" could effectively enhance the students' environmental awareness and sensibility, environmental knowledge, environmental values and attitudes, environmental action skills, and environmental action experiences. The influence could last at least one month, and it lasted longer in environmental action skills and environmental action experiences. 1).Environmental awareness and sensibility increased in " Can use the facial features to observe and probe into the things " , " Think that knows the environment and personal relation " , " Think that knows one's own impact on environment of life style " , and" Exposed to the environment with the sense organ, inspiration, and can express the impression " . 2).Environmental knowledge increased in "Realize natural environment and ecological principle around life" , " Characteristic of different regional environmental topics that can be more domestic " , " Can find out about environmental question and impact " , and " Can observe and note down the environmental question and probe into its reason continuously " . 3).Environmental values and attitudes increased in " Environmental condition of supporting the living beings to grow at will " , " Think that there are meaning and value of everything in an environment " and " Can be on intimate terms and show loving care for the environment that the school and community are in voluntarily, and then find out about the importance of environmental right and sustainable development ". 4).Environmental action skills increased in " The environmental action skill can describe one's own natural experience and feel appropriately " , " Can use and collect materials and method of the record, and can put forward the solution of the living environment problem concretely" , " Can sum up the reason which ponder over different regional environmental problems and study and judge the possible settlement way " , " Can draw up a action plan " , " Can analyse that assess the domestic regional environmental problem reason, ponder over the solution " , and " Can use science, use information to probe into, relevant topics " . 5). Environmental action experiences increased in" Can be as parents or the teacher participate in the activity experience of community's environmental protection", " Can plan, carry out the individual and collective campus environmental protection activity and apply it on daily life" , " Can participate in investigating and solving the experience of the environment problem ", " Can plan and carry out the environment to investigate the activity through the environmental protection of the school activity ", and "Carry out green consumption, reduce garbage and environmental protection action". 6).Environmental awareness and sensibility were most closely related to subsequently environmental values and attitudes and environmental action experiences, environmental values and attitudes and environmental knowledge, and environmental knowledge and environmental action skills. Those of weak relations were environmental awareness and sensibility, environmental values and attitudes, environmental action experiences and environmental knowledge.