|
|
休閒農場遊憩體驗對國小學童環境態度與環境行為之調節效果研究
The moderating effect of recreation experience of leisure farm on the relationship between environmental attitudes and environmental behaviors of elementary school children
葉子嘉、鄭仲哲、倪瑛蓮
Zhu Chia Yeh, Chung Che Cheng, Ying-Lien Ni
|
【Abstract】
素養教育導向為現代教育主流，環境議題的關注使得環境教育成
為學校素養教育重要課程。良好的環境態度與行為需從小開始培養，其
中，休閒農場經常是學校教師做為增進國小學童環境素養的教學策略。據
此，本研究主要瞭解國小學童環境態度與環境行為關係，並接續探討休閒
農場遊憩體驗的調節效果。本研究共招募322位國小高年級學童為研究對
象，透過兩階段問卷調查進行資料收集。研究結果發現：國小學童的環境
態度與其環境行為有顯著正向關係，此外，休閒農場遊憩體驗-教育面向會
顯著強化國小學童環境態度及環境行為-環境保護的正向關係。本研究結果
補充國小學童環境態度和行為的研究缺口，同時亦提供國民小學未來進行
環境教育與戶外教學課程規劃參酌。
The orientation of literacy education has become the mainstream
of modern education. Increasing attention to environmental issues makes
environmental education an important curriculum for school literacy education.
Environmental attitudes and behaviors need to be cultivated from an early
age. In elementary schools, teachers often use leisure farms as a strategy to
improve students’ environmental literacy. Based on this background, this
study investigates the relationship between environmental attitudes and the
environmental behaviors of elementary school children. Furthermore, we
examine the moderating effect of recreation experience on leisure farms. A
total of 322 senior elementary school children were recruited for this study,
and data were collected through a two-stage questionnaire survey. The results
indicated that the environmental attitudes of elementary school children were
positively associated with environmental behaviors. In addition, we found that
the education of recreation experience on leisure farms positively strengthened
the relationship between environmental attitudes and environmental behaviors.
This study not only supplements the research gaps in the environmental attitudes
and behaviors of elementary school children but also provides suggestions for
elementary schools to arrange outdoor teaching and environmental education.
|
【Keywords】
環境教育、素養教育、體驗教育、親環境行為
Environmental education, Literacy education, Experiential education, Pro-environmental behavior
|
|
|