A Study on Junior High Students’ Learning Process of Participating in “Green Map” Environment Education Course

• Main Authors: Chang, Chien-wei, 張建維
• Other Authors: Chang, Tzu-Chau
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/60517722500355146176

碩士 === 國立臺灣師範大學 === 環境教育研究所 === 103 === In order to understand the students’ learning process and resulting environmental literacy via a “Green Maps” activity, the study adopted the experimental method of teaching a 13-class environmental education curriculum. 18 seventh-graders participated in this study. The study and curriculum exercises were focused on and conducted within the school. The researcher collected quantitative data from environmental learning as well as feedback questionnaires after events. Qualitative data included participant observation, document analysis and interview records, analysis of students' learning process, performance, and their preferences and acceptance of the curriculum. Research found that the multi-variant learning activities in the green maps curriculum can meet students’ differing learning requirements and contribute to promoting their environment literacy. "Green icon" learning and environment survey activity can stimulate students’ motivation to learn and foster concern about the school, promoting their knowledge and responsibility within the school environment. In addition, the green maps curriculum can be linked to environmental improvement activities providing students opportunities for environmental action and experience through suitable guidance. A green maps environment education curriculum for junior high school students based on in-school environmental assessment was presented in this study, providing a complete design for the teaching process and associated learning documents. The researcher also raised suggestions as follows: (1) School authorities should encourage teachers presenting the environment education to utilize "green maps drawing", and link it with school or community improvement activity through suitable teaching guidance and reward measures. (2) Teachers should choose a suitable venue based on the curriculum schedule and content, providing more multi-environment learning opportunities by cooperating with other teachers or community resources. (3) Additional environmental improvement activities could be included in the curriculum if time permits, such that students may have a more complete acquisition of environment action skills combined with direct experience.