| Summary: | 碩士 === 臺北市立教育大學 === 環境教育與資源研究所 === 95 === The purpose of this study is to develop a course, which teaches of environmental community problem solving techniques through the use of picture books. This study further explores the effects of the environmental community environmental awareness, actions, behavioral intention, and attitude of the six-grade elementary students, as well as their evaluations to this course. This study is designed using the standard expermential group & control group-with pre-test & post-test-model. The subjects are the sixth-grade students of 2 classes in an elementary school in Chang Hua County, Taiwan. The total effective number of students is 104 (53 in the experiment group and 51 in the control group). The students in the experiment group accepted ‘Integrating Picture Book of Environmental Community Problem Solving Educational Intervention’ and the students in the control group did not accept any program. The study objects accepted a pre-test a week before the teaching instruction, and a post-test a week after the teaching instruction. Formative evaluation, process evaluation and outcome data were collected with questionnaires to collect quantitative data. A closed-ended, pre-test-post-test questionnaire was used to assess the outcome effects. Interview with the teachers, observations during experiment, after-learning questionnaires, and literature survey are major tools to analyze and cross-check the data acquired from different sources at different times. The examination of data determined the following findings:
1. Students in the experimental group’ environmental community problem knowledge, action, behavioral intention, and attitude had increased after program instruction.
2. A comparison of the two groups’ pretest-post questionnaire score determined the instruction could effectively increase students’ environmental community problem knowledge, behavioral intention, and attitudes. All of these increased, but their actions didn’t change.
3. A comparison of the experimental group’s pretest-posttest questionnaire score revealed, students’ knowledge and actions had increased in teaching effects, but behavioral intention and attitudes didn’t change.
4. Changes in attitude and knowledge were the most important factor leading to students’ action in the research findings.
5. According to these outcomes, the Environmental Community Problem Solving Educational program demostrates that the use of these strategies increases students’ environmental act strategies.
We conclude that researchers and teachers can use this program to increase their students’ environmental action and environmental attitude.
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