分享式閱讀對國小二年級學童環境態度、環境行為與幸福感之影響─以生態繪本為例

Abstract

[[abstract]]本研究主要是以生態繪本為媒介，探討以分享式閱讀模式進行國小二年級學生環境教育的相關研究，藉以評估環境教育的學習成效，以期了解二年級學童環境態度、環境行為、幸福感之現況及相關影響。本研究在量化研究方面採用「準實驗研究法」，研究對象是高雄市生態國小二年級兩個班級的學童，一個班級為實驗組，以生態繪本，進行十五週的分享式閱讀教學；另外一班為對照組，同樣以生態繪本，進行十五週一般非分享式閱讀教學，以自編的「國小二年級學童環境態度、環境行為、幸褔感」問卷做為研究工具，各在實驗前、後進行前後測，再進行量化的統計分析，以了解分享式閱讀活動是否可以提升學童的環境態度、環境行為和幸福感，另外也輔以質性資料，以學生的學習單、教師教學觀察及省思…來輔助詮釋實驗的結果。本研究主要的研究發現結果如下。1. 現今國小二年級學童在環境態度、行為與幸福感具有正向表現。2. 分享式閱讀對國小二年級學童在環境態度、環境行為方面的提升優於非分享式閱讀教學法，但是在幸福感方面沒有顯著差異。3. 經分享閱讀教學的實驗組學生，在後測成績上，均優於前測成績，表示分享式閱讀的確可以提升學生環境態度、環境行為和幸福感。4. 不同性別變項的國小二年級學童在環境態度、行為與幸福感上沒有顯著的差異。5. 環境態度與環境行為間呈顯著的正相關；環境行為與幸福感間呈顯著的正相關；環境行為與幸福感二者間則沒有顯著的正相關。6. 環境態度無法有效預測幸福感；環境行為可以有效預測幸福感。由以上研究結果得知分享式閱讀確實能夠提升國小二年級學童環境態度環境行為和幸福感，最後提供具體建議予有關環境教育活動實施之參考。

[[abstract]]The purpose of this study was to explore the effectiveness of applying shared reading to the course of environmental education with picture eco-book, and to understand the influence on environmental attitudes , environmental behaviors and well-being for elementary second-grade students. This study adopted “quasi-experimental research”. The subjects were two classes of second-grade students from one elementary school. Both classes were given fifteen weeks of reading instruction.The experimental group was taught with shared reading method, while the control group was taught with non shared reading method. “Investigative Questionnaire on the Environmental Attitude, Environmental Behavior and well-being ” was used as an instrument to collect data. Students took a test before and after the shared reading instruction. One-way Analysis of Covariance (ANCOVA) was use to analyze the data for the purpose of examining whether the application of shared reading in the teaching of environmental education was effective in promoting students’ environmental attitudes,environmental behaviors and well-being. Moreover, it was supplemented by the elucidation of qualitative data to analyze the experimental result.The main findings were summarized as follow.1. The second-graders have positive performance on environmental attitude, environmental behavior and well-being. 2. Environmental group had significantly higher effect on the environmental attitude and environmental behavior than the control group, but not on well-being .3. The experimental group had shown improved performance on the post-test, which assessed their environmental attitudes, environmental behavior and well-being. They also showed better performance than the control group.4. Gender factor had no significant effects on the environmental attitudes, environmental behaviors and well-being.5. There was a significant positive correlation between the environmental attitude and the environmental behavior, and between the environmental behavior and the well-being.6. The environmental attitude could not predict the well-being, but the environmental behavior could. Based on above findings, the application of shared reading to the second-graders can improve their environmental attitude, environmental behavior and the well-being. This study would provide some suggestions for environmental education as a reference.