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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/72531

    Title: 魚菜共生系統生態教學對國小三年級學童環境知覺的影響;The effect of aquaponics ecological teaching on environmental consciousness of the third-grade students
    Authors: 陳威廷;Chen,Wei-Ting
    Contributors: 環境工程研究所在職專班
    Keywords: 環境教育;魚菜共生系統;生態教學;環境知覺;Environmental education;Aquaponics;Ecological teaching;Environmental consciousness
    Date: 2016-07-25
    Issue Date: 2016-10-13 15:26:55 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 本研究針對國小三年級學童,以問卷調查及統計方法探討實地生態教學對於學童環境知識、行為、態度的改變。研究者所任教學校擁有生態池,能在生態池中建置魚菜共生系統,做為實地生態教學設施,並比較參與(實驗組)及未參與(控制組)學生的環境教育教學成效。
    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.
    Appears in Collections:[環境工程研究所碩士在職專班] 博碩士論文

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