本研究問卷設計後經學者專家檢核修正後，以同校無參與實驗兩組三、四年級學生共60人為預試對象，將預試結果做統計信度分析後進行題目刪減以完成正式問卷。經過魚菜共生實地生態教學，實驗組班級在環境知識前、後測成績有顯著地提升(4.24與8.00, p<0.05)；環境行為和環境態度的前、後測分數也都有顯著地提升(18.8對23.2, t檢定p<0.05；13.0對18.7, t檢定p<0.05)。
控制組班級實施一般綜合領域教學，控制組班級在環境知識和環境行為前、後測成績無顯著地提升(4.11對3.67, t檢定p>0.05；19.3對18.0, t檢定p>0.05)；環境態度的前、後測分數則有顯著地提升(11.7對16.9, t檢定p<0.05)。根據以上結果實施魚菜共生實地生態教學比一般綜合領域教學，在提升國小三年級學童環境知覺更具有效益。
;In this study, the third-grade students were tested by questionnaire and statistical methods on their changes of environmental knowledge, behavior, and attitudes by an on-site ecological teaching approach. An ecological pond was located on the campus of the researcher’s school, which enabled the set-up of an aquaponics in it as an on-site ecological teaching apparatus for comparing environmental teaching proficiency of participating (experimental) and non-participating (control) groups. The questionnaire was revised by scholars and experts from the original version and was pre-tested by a total of 60 students in the third- and fourth-grade students of the same school. The questionnaire was then finalized by statistical reliability test. After the accomplishment of on-site aquaponics ecological teaching for the experimental group, the scores of environmental knowledge in the pre- and post-tests were significantly increased (4.24 vs. 8.00, p<0.05 for t-test). In addition, the scores of environmental behavior and attitudes were also increased significantly in the pre- and post-tests (18.8 vs. 23.2, p<0.05 for t-test and 13.0 vs. 18.72, p<0.05 for t-test), respectively. In contrast, the control group was taught regular integrative-activity subjects, the scores of the control group of environmental knowledge and behavior in the pre- and post-tests were not significantly increased (4.11 vs. 3.67, p>0.05 for t-test and 19.3 vs. 18.0, p>0.05 for t-test). However, the scores of environmental attitudes were increased significantly in the pre- and post-tests (11.7 vs. 16.9, p<0.05 for t-test). According to the test results, the on-site aquaponics ecological teaching is more effective in enhancing environmental consciousness than the regular integrative-activity subject teaching for the third-grade students.