| Summary: | 碩士 === 國立新竹教育大學 === 環境與文化資源學系社會學習領域教師碩士在職專班 === 104 === The objective of this study is to analyze and compare the differences and similarities in the distribution and presentation methods of environmental values content in different versions of social learning textbooks (Nan-I Book Enterprise Co. Ltd, Kang Hsuan Education Publishing Co. Ltd., and Han Lin Publishing Co. Ltd.), using the content analysis method. By this means, the findings of this study will provide some specific references and suggestions for the editing of environmental education materials and the provision of capability indicators in the future.
Based on the research objective, and drawing reference from studies by other academics, a suitable set of categories was formulated to analyze the environmental values presented in elementary school social learning textbooks. Scoring was conducted based on the six main categories of “Cognitive,” “Economic,” “Political,” “Social,” “Religious,” and “Aesthetic,” as well as their respective sub-categories. The key findings of this study are:
1. Textbooks generally placed great emphasis on environmental values, irrespective of version.
2. The number of presentations of environmental values across different versions tended to concentrate in the third and fifth volumes.
3. Different textbook versions differed in their presentation of the main categories of environmental values. For instance, Nan-I’s version focused predominantly on an “Economic” presentation, while Kang Hsuan and Han Lin’s versions focused predominantly on the “Cognitive” form of presentation.
4. There was no even distribution of environmental value subcategories across the various textbook versions, although they mainly concentrated on “practical” and “scientific” content while “spiritual” and “philosophical” content was relatively rare.
5. The focus on the connotations of environmental value differed in different learning phases, with the senior grades focused on “cognitive” and “social” content while the middle grades focused on “economic” content.
6. The characteristics of environmental value editing methods presented by various versions of the textbooks are:
(i) Environmental values were more often presented using images than using text.
(ii) The editing method of value clarification was generally used to present environmental value contents.
(iii) The formulation of course content widened and broadened with progression in learning phases.
Lastly, based on the findings and conclusions, the study provides suggestions on the integration of environmental values into courses, the editing of textbooks, and subsequent future studies using the current status of national primary education as a reference.
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