The Effect Analysis of Eco- friendly Diet Curriculum Developmentin Junior High School

• Main Authors: Lin, Miao-Juan, 林妙娟
• Other Authors: 陳建志
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/92273170830779513512

碩士 === 臺北市立大學 === 地球環境暨生物資源學系環境教育與資源碩士班 === 103 === Under the extreme weather caused by global climate change, the food issue is increasingly important, and it is worthwhile to take the small farmers as the main value in eco-friendly farming. Eco-friendly farming plays an irreplaceable position in maintaining agricultural biodiversity, protecting human ecology, and realizing the life, production and ecosystem in the Satoyama Initiative. To echo this current issue, this study aims to develop a set of the " eco-friendly diet " course for junior high school students, and to explore the effectiveness of this course. The course is developed on the four facets of "sustainable life development", "low-carbon friendly diet ", "green food culture," "community participation", and Shenkeng Junior High School is selected as the study field which is characteristic of the Satoyama environment. Shenkeng community has organic farms, eco-fruit farms, community small farmers, and farmer markets;therefore, the field characteristics are quite complete. This study focuses on both the quality and the quantity methods. It is designed with "eco-friendly knowledge achievement test ", " eco-friendly diet Attitude Scale", and " eco-friendly behavioral skills scale", three kinds of questionnaires, the semi-structured interviews outline, and school teachers’ questionnaire of nutritious lunches using local vegetables, research tools examined by experts and scholars to establish reliability and validity of research, is used in this study. The class observations, teachers’ reflection and learning sheets are supplied in the qualitiative analysis part in order to increase the reliability. Two intact classes who received the pretest and the posttest participated in the “eco-friendly diet" courses for 6 weeks (18 sections), and the pair-sample t-test was investigated for the statistic analysis. Two conclusions were presented in the study.First, students give a high approvement to the ten teaching units, including 1) the course is designed as the student-centered curriculum activities, 2) the course is designed with current issues, 3) the course makes use of the local wisdom to carry out the environmental education, 4) the course uses the community field, such as the organic farm, the farmer market, introducing community resources like community small farmers, and 5) students like to have a warm participation, especially to get the realism after going out of the classroom, and this cultivates students' sense of responsibility and sensitivity to the environment. Here comes the second conclusion. Eco-friendly diet courses enhance the students' knowledge, attitude and behavioral skills based on the four facets, including 1) in the " sustainable life development " facet, knowledge achievement test is significant,and it cultivates the eco-friendly attitude and develops agriculture-and-food behavioral skills, 2) in the "low-carbon eco- friendly diet " facet, knowledge achievement test is significant,and it cultivates the attitudes of supporting community eco-friendly farming and develops behavioral skills to choose the local food, 3) in the "green food culture" facet, knowledge achievement test is significant, and it cultivates the understanding of the green organic farming, and develops the local food mapping behavioral skills, and 4) in the "community participation" facet, knowledge achievement test is significant, and it cultivates the caring for eco-friendly food field and community small farmers, develops the lunch initiatives and helps small farmers selling vegetables behavioral skills. 5) In "Let 's grow vegetables" allows students to learn group cooperation, and make eco-friendly farming interpretative signs. Research suggests three: 1) Develop the eco-friendly diet courses with all teaching areas, 2) develop the eco-friendly diet service learning in civic activities on basis of sense of community in response to compulsory education, 3) develop the eco-friendly diet courses in every learning stage, and 4)construct school " eco-friendly diet &; farming" farm even the rooftop vegetable growing has its educational value of the "eco-friendly diet" experiential learning.