The Study on Promoting the Environmental Literacy of Junior High School Students by Community Map Plotting.

• Main Authors: Hu, Ya-ting, 胡雅婷
• Other Authors: Chung, Feng-chiao
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/11655769565161316726

碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 99 === In order to promote the environmental literacy of junior high school students, the study adopted the experimental method of teaching a “community map plotting” as the environmental education activities. 34 eighth-grade students from a junior high school in Pingtung were invited to participate in this study. Environmental literacy scale, “Community map plotting” feedback questionnaires, student works, student diaries, maps, and video record were employed to collect the data. Environmental literacy scale consists of four dimensions of environmental knowledge, environmental awareness and sensitivity, environmental ethical values, and the actions and abilities to solve environmental problems. Data were analyzed by pair-sample t-test. Additionally, student works and other qualitative data were used to discuss the effectiveness of the environmental literacy. Further, students were asked to fill out feedback questionnaires in order to understand what the students learned from the activities and how they accepted the activities. The results of this study are described as follows. 1. “Community map plotting” takes the community as a classroom, and output the content from the living environment. 2. “Community map plotting” can promote the environmental literacy of junior high school students. (1) “Environmental knowledge” is improved, but the students’ observations of the natural landscapes are richer than their observations of the cultural landscapes. (2) “Environmental awareness and sensitivity” is improved. By witnessing the environmental problems, students feel more impacted. (3) “Environmental ethical values” is improved. But the study finds that students living in rural areas have aspirations of urban landscape. (4) “Actions and abilities to solve environmental problems” is improved. But the initiative of encouraging others to participate in conservation activities can be further enhanced. 3. “Community map plotting” is highly prized and accepted by students. (1) Students like “community map plotting”. (2) Students can accept the way of “community map plotting “, but they think that time is not adequate. (3) Some students have problems in drawing, oral reports, and the division of labor. But eighth-grade students feel that "community map plotting" is not difficult. (4) Students are willing to participate in “community map plotting”. 4. Students gain the experiences which improve their environmental literacy at the same time.