A Study on Implementing Measures at the Elementary and Junior High Schools Awarded for Environmental Contributions

• Main Authors: CHENG-TSUNG HUANG, 黃正宗
• Other Authors: Fang-Yin Lee
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/51817221428351437396

碩士 === 大仁科技大學 === 環境管理研究所 === 100 === Nowadays, people are more environment-conscious than ever that the Earth has been severely damaged by human activities gradually. To enhance the awareness and inspire the actions of environmental protection, advancing and implementing environmental education play very important roles. The subjects in this study were those elementary and junior high schools awarded the Environmental Contribution Prize in 2010. This study focused the methodology implemented in those schools on two aspects, software and hardware, and furthermore, drew specific conclusions from their outstanding experiences. Hopefully, these practical experiences can be applied in other schools nationwide. In the aspect of hardware, the results showed that 108 schools were equipped with green energy, water resources, waste sorting and recycling, and organic composts. Water resources were the most popular facilities set up by forty-one schools (37.96%). Green energy facilities were the least common hardware, found only in thirteen schools (12.04%). Equipment of waste sorting and recycling as well as that of organic composts had been set up by twenty-seven schools (25%) respectively. Green energy equipment was the only one unequipped by certain schools due to financial considerations. Speaking of software, organization and planning, curriculum and teaching, seminars, publicity campaigns, and community resources integration were the five major strategies adopted by 821 schools. The strategy of publicity campaigns had been adopted the most by 358 schools (43.60%). This indicated that all schools supported the policy enthusiastically in order to improve the public awareness of environmental protection. As for the numbers of the schools that accounted for strategies such as organization and planning, seminars holding, curriculum and teaching were 111 (13.52%), 124 (15.10%), and 160 (19.48) respectively. However, only 68 schools (8.28%) had cooperated with communities or carried out resources integration. Schools, therefore, should focus more on integrating and cooperating with communities to extend and deepen the public’s education on the subject of environmental protection.