| Summary: | 碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 98 === The main purpose of the study is to explore and analyze the coverage and distribution of environmental education concept in Han Lin version public elementary school textbooks, and the actual content of environmental education in such textbooks. The study looked at a total of 101 textbooks encompassing all subjects of learning in the 2008 Han Lin version elementary school textbooks from grade one to grade six, as approved by the Ministry of Education. The study was conducted by the researchers and two evaluators based on 108 “public elementary/middle school environmental education concepts” that were divided into 11 categories. Using content analysis, the study analyzed the quantity of environmental concepts covered in the textbooks and their distribution under various categories, and explored the actual content of environmental education related concepts in the textbooks. The following major conclusions were obtained through statistical analysis: (1) The coverage of environmental education is most prevalent in social studies, followed by science and technology , integrated activities ,health and physical educatio, respectively. The coverage of environmental education is least in English learning. (2)Of each textbook is only social studies, science and technology, covering all 11 categories of the concept of environmental education(3) Of all the textbooks for lower grade (grade 1-2), middle grade (grade 3-4) and higher grade (grade 5-6), higher-grade textbooks have the highest coverage of environmental education concept, followed by middle grade and lower grade respectively.(4)When distributed under 11 categories, the 830 environmental education concepts covered in textbooks of all subjects of learning are higher in proportion under “environmental solutions” (category 9), “public hazard and pollution” (category 6), “abuse and misuse of resources” (category 4) and “ecological balance” (category 8) respectively. Other categories represent less than 10% of the environmental education concepts. (5)Amongst the 11 concept categories, a total of four categories is completely covered in all the subjects of learning, including “abuse and misuse of resources” (category 4), “values and ethics” (category 7) , “environmental solutions” (category 9) , and “environmental education” (category 11).
Based upon the results of the summarized conclusions related proposals which we hope to provide textbook writers, presented in the preparation of new edition textbooks to teach the concept of content additions and deletions, Central Reference and teachers in environmental education teaching before, selection of textbooks or supplementary materials of the reference design, view to providing environmental education into the next nine years, seven major areas of consistent implementation of effective access to the implementation and promotion.
The study will make relevant recommendations based on data analysis and research results, provide reference for textbook writers to present environmental education in new edition ,and selection of textbooks or teaching supplementary materials before environmental education. Also increasing the effectiveness of integrating environmental education into the seven major subjects of learning in the nine-year integrated curriculum.
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