| Summary: | 博士 === 國立臺灣師範大學 === 環境教育研究所 === 103 === This study illustrates how Environmental Education(EE) influence Place Attachment(PA) and Environmentally Responsible Behavior (ERB) on children. The past research had shown that place-based education influence on students’ sense of place and PA. Empirical researches have demonstrated significant correlations between PA and ERB. Many studies have confirmed that activity involvement, resource usage history are the antecedents of PA. ERB is the consequence of PA. The researcher infer that hypothesis: the implementation of EE can increase PA of the child, thereby promoting ERB. The past researches emphasised on environmental education and sense of place, few studies on effect of environmental education on children’s PA and ERB. Most studies focused on teenagers, adults or local residents, but fewer children. In addition, how the variables of teaching methods and time planning influence the lacking inquiries, PA and ERB. A 2 X 2 factorial design was adopted for this study and a questionnaire was administered to 100 elementary school children who attended a environment-based education program at Meiluen Shan Nature Park, east Taiwan. Results showed that: (1) EE can positive increase children's PA and ERB (2) PA in experience teaching group is significantly higher than traditional classroom teaching group; (3) There was no significant difference in teaching methods on ERB of children (4) There was no significant difference in time planning on children's PA and ERB; (5)PA was significantly related to ERB(r=.734, p＜.001, R2=.539); (6 ) Experience teaching method is superior to traditional teaching method; (7) The structural model of EE, PA and ERB has goodness-of-fit (χ2 / df = .35, GFI = .99, AGFI = .99, CFI = 1.00, RMR = .03, RMSEA = .00, RFI = .99).Overall, the model suggests that EE can be improved by PA and ERB. The result of this study supports the use of EE for improving PA and ERB and can be used to guide the future program implementations. Implications for environmental educators and formal educators are discussed.
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