| Summary: | 碩士 === 國立東華大學 === 自然資源與環境學系 === 102 === This study examines the general education curriculum, Global Environmental Change and Sustainable Development, using the movie “No Impact Man” as the teaching material and the response and practice behavior generated by the college students taking this course. 85 learning experience reports after watching the movie and 52 practice experience reports of mimicking friendly environment in the end of the semester were collected for the instructor as the future teaching reference via using the movie as a teaching material. In this study, we explored not only college students’ feedback reports focused on the energy saving behavior of the actor after reviewing the movie, but also the difference compared with the actor’s retrospection.
This study reviews the theory that affects the formation of environmental protection behavior within the field of environmental education, and analyzes the behavior caused by the actor in the movie and the follow-up published book. The purpose of this study aims not only to record the movie reviewing reports and self-practicing experience reports, but also to discuss relevant environmental protection websites.
The results showed that the college students held positive attitude towards this film and admired the actor’s courage and will power. Besides, this movie also made the students generate consciousness and value judgment concerning the issues of consumption and carbon emissions. Therefore, this movie corresponds to the goal and requirement of the multimedia instruction. Notably, different genders have dramatically viewings on the issue of not taking public transportation. Moreover, the students need more training in terms of the ability to observe the film's meaning and orientation.
In the part of the final practice experience report, using chopsticks and reusable containers is the behavior that most of the students selected among 47 practice behavior of environmental protection. In terms of the category of the environmental protection behavior, the number of students, including participating in the activities personally, carrying out the eco-management has the most percentage. The study found that college students can practice 19 environmental protection behavior which was not adopted by the actor of the movie according to their environmental condition. In addition, the results revealed that lifestyle may affect students' practice behavior of environmental protection. There are 11 main promoting factors that affects whether students will adopt environmental protection behavior as the incentives of environmental protection belief, and there are five impediment factors which are mainly related to the unfavorable environmental factors.
In future work, questionnaires for students after viewing the movie will be adopted to analyze whether students can spontaneously practice environmental behavior, and to explore the difference between students living in school dormitories or sleeping out. This study suggests that instructors can encourage students to participate in environmental protection from personal behavior to collective actions, and increases the guided reading and reviews before and after watching the movie respectively.
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