依類型 族群 主題   
 
 
1998.06.01 ~ 2000.06.01
原住民重點學校學生環境世界觀之研究-以仁愛高農為例
族群: 泰雅族 、賽德克族   
主題: 環境生態保育、學術研究  
作者 葉一萱
學校系所 彰化師範大學科學教育研究所
地點 南投縣 仁愛鄉    
研究內容

中心館藏網址 http://tulips.ntu.edu.tw/record=b2222700*cht

[ 摘要 ]
本研究旨在使用Sheppard(1995)所發展的新環境典範量表,並輔以晤談收集資料以探究原住民重點學校學生對環境的世界觀,並形成下列三個待答問題:1.研究對象對新環境典範的接受程度為何?2.性別、十五歲以前主要居住地、科別、年級、族籍、宗教、是否注意環境問題、曾否參與環保活動、是否願意接受晤談等不同背景之學生對新環境典範接受程度的差異情形?3.對新環境典範不同接受程度的原住民與非原住民學生,他們對於環境的世界觀之基本面貌為何?本研究的研究對象為民國八十八學年度就讀於南投縣仁愛高級農業職業學校(仁愛高農)的全校學生共421人,研究者採多變量變異數分析所得之問卷資料並透過歸納分析等方法分析晤談資料。
研究結果顯示:研究對象對新環境典範的接受度頗高,但是接受程度仍有一定的差異。有64.85%學生平常會特別注意環境問題,曾參加過環境相關活動的只佔了17.58%;環境知識來源主要以大眾傳播媒體為主,其次為學校老師及課程;認為最切身嚴重的環境問題,以垃圾問題、空氣問題、水污染最多。
研究對象的環境典範在性別、科別、種族及其曾否參與環保活動、接受訪談的意願等因子呈現顯著的差異。研究發現女性、園藝科和農業土木科、非原住民學生、曾經參加過環境相關活動和願意接受訪談的學生較趨向於新環境典範的世界觀。晤談中並發現學生能體認環境保護在這個世代的重要性,也願意為環保付出努力,但實踐的程度隨著對環境典範的接受程度有差異,並且對於環境知識瞭解的深度及迷思概念有待進一步的環境教育予以加強與釐清。
研究者建議應多舉辦環境相關的課程及活動、鼓勵學生多參與;並且應加強對於大眾傳播媒體在環境知識上的審核;鼓勵學生親近自然,建立人與自然之間的關係;在原住民學校加強宣導自然資源的重要性與有限性;並發展出以原住民為中心的環境教育觀點。

[ 英文摘要 ]
The aim of this study was to investigate the Environmental World View (EWV) of the senior high students of aborigine view-pointed school. The three research questions to be resolved are as follows: (1) To what extent do the senior high students accept the New Environmental Paradigm (NEP)? (2) How students’ acceptance differ under diverse backgrounds such as gender, residence before age fifteen, majoring subject, grade, religion, concern over and engagement in environmental issues as well as the willingness to be interviewed. (3) What are the descriptions of EWV of both aboriginal and non-aboriginal students with different acceptance of the NEP?
Data of this study were collected through New Environmental Paradigm Scale ( NEP scale ) developed by Sheppard(1995)and through interviews with four of the participants. The participants were the whole students in the school. 421 valid questionnaires were collected. Multiple ANOVA was adopted to analyze data from the questionnaires, while inductive analysis was applied to analyze data from the interview.
The result indicated that generally the participants tended to show acceptance over NEP, yet various extents could be found among them. 64.85% of the participants took notice of environmental issues, while only 17.58% students engaged in the environmental activities. Main sources of environmental knowledge of the participants came from the mass media, followed by teachers and curriculums in the school. The participants considered garbage pollution, air pollution, and water pollution are the main three environmental crisis.
The five background variables which revealed significant differences over environmental paradigm are as follows: gender, majoring subject, races, experiences in environmental activities, and the willingness for interviews. The result showed that those who accepted NEP world view more are the female students, horticulture and agriculture civil engineering students, non-aboriginal students, students with environmental experiences and students with willingness for interviews.
From the interviews, the researcher found that participants were aware of the importance of environmental protection at this generation, and their actions depend on their acceptance over NEP. Further environmental education is required so as to strengthen and clarify the misunderstanding of current environmental knowledge.
The researcher’s suggestions are as follows: more environmental programs and activities; more encouragement on the students; more prudent censorship on environmental knowledge over mass media; establishment of students’ closeness with nature; a more stress on the importance and preciousness of natural resources in aborigine view-pointed schools; development of an environmental education view centered on aborigines.