以關注本位採用模式探討臺北市國中地理教師關注環境教育議題融入教學之研究
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2015
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Abstract
本研究旨在以關注本位採用模式，探討臺北市國中地理教師對環境教育議題融入教學之關注階段現況及與不同背景變項間的差異情形、探討其對於環境教育議題融入教學實際的使用層次、並進一步探究其關注階段與使用層次間的關係。
在關注階段的探討上，本研究採問卷調查法，以立意取樣的方式，實施「國中地理教師對環境教育議題融入教學之關注階段問卷」，回收124份有效問卷，再以SPSS 22 for Windows進行資料分析與討論；在使用層次的探討上，以訪談法之立意取樣的方式對5位受訪教師進行半結構式訪談，分析研究對象之使用層次情形。依據研究目的與問題、研究結果與分析，本研究發現：
一、整體關注階段以「後果關注」階段為最高。
二、在「性別」、「教育程度」、「學校規模」、「是否為學校環境教育指定人員」、「是否已取得環境教育人員認證」、「是否為環境教育相關社團成員」之背景變項，對環境教育議題融入教學的關注階段達顯著差異；「年齡」、「教學年資」對環境教育議題融入教學的關注階段具有相關性。
三、本研究之五位不同最高關注階段的受訪教師，其在環境教育議題融入教學之「關注階段－使用層次」分別為：「察覺－機械式地使用」、「個人－例行化」、「後果－統整」、「合作－精緻化」與「再關注－精緻化」。
四、關注階段與使用層次間存有相互關聯性，但兩者之間仍可能受不同性質的問題而有所影響。
The study based on the Concerns Based Adoption Model (CBAM) to inquiry junior high school geography teachers in Taipei City which Stages of Concern (SoC), Levels of Use (LoU) and the influencing factors on infusing environmental education into their curriculum. Stages of Concern Questionnaire (SoCQ) were adopted to collect 124 teachers’ Stages of Concern data. Then, analyze teachers’ Stages of Concern by "SPSS 22 for Windows". In addition, 5 teachers were selected by purposive sampling and interviewed based on Levels of Use categories, decision points, and the influencing factors. The findings of this study are summarized as followings: 1.The highest Stage of Concern for the junior high school geography teachers in Taipei City was "Stage 4-Consequence". 2.There were significant differences among "gender", "highest education level", " school size", "school’s environmental education case officer", "environmental education certified", and "environmental community members to participate". And there were significant correlation among "age" and "seniority". 3.The results of the 5 teachers’ "Stage of Concern-Levels of Use" are as followings: "Informational-Mechanical", "Personal-Routine", "Consequence-Integration", "Collaborationl-Refinement", and "Refocusing-Refinement". 4.There is an existence of correlation between the Stages of Concern and the Levels of Use. But, it still may be effected by other factors.
The study based on the Concerns Based Adoption Model (CBAM) to inquiry junior high school geography teachers in Taipei City which Stages of Concern (SoC), Levels of Use (LoU) and the influencing factors on infusing environmental education into their curriculum. Stages of Concern Questionnaire (SoCQ) were adopted to collect 124 teachers’ Stages of Concern data. Then, analyze teachers’ Stages of Concern by "SPSS 22 for Windows". In addition, 5 teachers were selected by purposive sampling and interviewed based on Levels of Use categories, decision points, and the influencing factors. The findings of this study are summarized as followings: 1.The highest Stage of Concern for the junior high school geography teachers in Taipei City was "Stage 4-Consequence". 2.There were significant differences among "gender", "highest education level", " school size", "school’s environmental education case officer", "environmental education certified", and "environmental community members to participate". And there were significant correlation among "age" and "seniority". 3.The results of the 5 teachers’ "Stage of Concern-Levels of Use" are as followings: "Informational-Mechanical", "Personal-Routine", "Consequence-Integration", "Collaborationl-Refinement", and "Refocusing-Refinement". 4.There is an existence of correlation between the Stages of Concern and the Levels of Use. But, it still may be effected by other factors.
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關注本位採用模式, 環境教育, 融入式課程, Concerns Based Adoption Model, Environmental education, Infusion curriculum