| Summary: | 碩士 === 國立臺中教育大學 === 科學應用與推廣學系環境教育及管理碩士班 === 101 === Regarding environmental education, how to take actions is always the main target of environmental education. In view of the past domestic research reports, they point out, Taiwanese seldom takes legal action ascribed to citizen action level to protect environment. However, in the social-environmental context in the democratic free Taiwan, students should learn how to take environmental action relating to law, so that as they are solving real social-environmental problems in the future, they can use law to reach actual goals. As a result, through action research approach, this research developed an Instructional Module combing “Environmental education” & “Environment law”, and used this module to teach environmental education graduates, who were companied by graduates from Law Institute during instruction, by two teachers specializing in Environment Education & Law respectively in order to help student gain more complete and deeper learning to environment-related law knowledge and to develop legal action ability. This research chose both qualitative & quantitative methods to collect data and studied students’ difference in terms of their learning effect of environment-related law knowledge, environmental affection and environmental action and possible difficulty and solution during instructional process.
This research discovered students gained more environment law concept, connotation, and understood their importance through the instrctuional module; as for the learning content integrating law pedagogy and environmental education, it can help students learn law and build deeper connection with environment law. Besides, the instructional module can increase students’ environmental sensibility, intention to act and their will to take persuasive environmental action; however, to students, it’s not enough to familiar with environment law by taking one course for only a semester. Since the scope law involves is huge and complicated, it’s difficult for students to take legal action. And the smooth cooperative teaching by two teachers is helpful in students’ learning. They also gained different ability from law institute students while they were taking class together, so they were positive to the instruction module. The instruction module this research developed could be part of reference for teachers, researchers from environmental education or environmental law departments in designing teaching or curriculm content.
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