環境素養的媒體非正式學習：以參訪台北市環教場域之高齡者為例

Abstract

奠基於「非正式學習」及「環境素養」的理念，本研究探討高齡者如何透過媒體增進環境素養。研究方法包括：（1）調查台北市二環教場域高齡者的環境素養媒體學習概況；（2）透過訪談，發掘高齡者使用媒體進行非正式學習的經驗。依據Marsick及Watkins（2001）描述的「非正式及偶發學習模式」進行分析，結果顯示如下：1.情境脈絡：環教場所的設施及多元活動吸引高齡者學習相關知識；而高齡者主要以網路為非正式學習媒體。2. 觸發因子：觸發學習因子分為外在刺激及自發關注兩部分。3. 經驗解讀：高齡者傾向使用電視媒體學習「環境知識」及「環境態度/意向」，但因時間、費用等因素，部分放棄特定媒體或查找相關資料。4. 嘗試不同解決方法：高齡者認為媒體訊息有助於環境行動規劃，且網路（搜尋網站或社群媒體）更有助於學習提出解決方案的技能。5. 學習策略：高齡者傾向通過電視報導節目增進環境認知，並認為應由正規教育加強環境素養學習，從小開始培養環保觀念與行為。6. 執行方案：高齡者透過媒體學習產生執行方案，並使用社群媒體連結人際網絡，促使行動方案獲得支持。7. 評估結果：高齡者對預期中與預期外結果的評估各有不同，主要分為：(1) 視對象分享，避免引發負面回應；(2) 未經評估便與他人分享環境意識，促進共同行動。8. 學到的教訓：受訪高齡者在行動後的個人反思或人際討論，有助於釐清所學教訓。9. 建構情境：本研究中一位高齡者確實符合Papanagnou等（2022）提出的「計畫-執行-研究-行動」週期（PDSA），達到非正式學習循環。 上述分析顯示，對於具有高度環境熱忱的民眾而言，媒體是重要的學習來源並具明確目標；對於未具高度熱忱的民眾，所使用的媒體類型及內容較為分散，學習目標及效益較不直接。依據分析結果，本研究進一步對環境素養的推動及高齡者透過媒體進行終身學習等提出建議。Based on the concepts of “informal learning” and “environmental literacy, ” this study explores how elderly individuals enhance their environmental literacy through media in their daily lives. The research methods include: (1) surveying elderly visitors at two environmental education sites in Taipei to investigate their learning profiles with media on environmental literacy; (2) conducting interviews to uncover individual experiences with media for informal learning, including frequently used media and acquired environmental literacy. The collected data were analyzed using Marsick and Watkins’ (2001) “informal and incidental learning model” and the results revealed as below:1. Context: The facilities and activities at environmental education sites attract elderly visitors. They primarily use the Internet for informal learning about environmental issues.2. Triggers: Learning triggers are divided into external stimuli and spontaneous attention.3. Interpretation of Experience: The elderly prefer TV for learning about environmental knowledge and attitudes. They abandon specific media due to concerns like time constraints, costs, etc.4. Examine Alternative Solutions: The elderly find the Internet helpful for learning environmental skills, such as proposing and evaluating solutions. Media messages also aid in planning environmental actions.5. Learning Strategies: The elderly enhance their environmental awareness through TV programs and believe formal education should also strengthen environmental literacy from a young age.6. Produce Proposed Solutions: Media learning leads the elderly to develop action plans and use social media to gain support for these plans.7. Assess Intended and Unintended Consequences: The elderly evaluate expected and unexpected outcomes of their informal learning, sharing with specific audiences to avoid negative feedback or promoting collective action.8. Lessons Learned: The elderly consider others’ responses before acting and continuously try to overcome difficulties from mistakes. Reflection and discussion after actions help clarify lessons learned.9. Framing the Business Context: One participant aligned with the"plan–do–study–act" (PDSA) cycle, achieving a cycle of informal learning. The study shows that highly passionate individuals use media effectively for learning and information. Those less enthusiastic use media more diffusely, with less direct benefits. Grounded on the results, this study further forwarded some suggestions for the promotion of environmental literacy, the elders’ lifelong learning with media and so forth.