以學校為社區中心推展環境保護和社區發展之永續發展研究（II）
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Date
2001-12-02
Authors
葉國樑
唐孝蘭
林坤蓉
游尚霖
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Abstract
本研究主要目的是依據第一年的老師、學生訪談結果和課本內容分析結果，以價值澄清法設計一套關於水資源教育的自編教材，進行實驗研究，比較價值澄清法與傳統教學法在水資源教育上的教學效果，希望能提供一套以價值澄清為導向的水資源環境教學模式，以做為未來九年一貫課程實施推動學校水資源教育的參考。本研究採「不等組實驗組控制組研究設計」，立意取樣位於水資源保護區內的台北縣雙溪中學國中部八十九學年度一年級全體學生為研究對象，由於該校僅有兩個班級，故而隨機選取其中一個班級為實驗組(34人)，而另外一班為對照組(34人)。為避免校內實驗組對照組有教學效果交互污染之嫌，另外自桃園縣觀音國中隨機選取一個班級做為校外對照組(31人)，共計三個班，99人參與本研究。實驗組學生進行四次的價值澄清法水資源教育教學活動，對照組與校外對照組則接受傳統講述法教學。教學介入前一週，三組學生均接受前測問卷作為評量實驗效果的基準；教學介入後一週內進行後測，以評價教學的立即效果。結果歸納如下：(1)研究對象之水資源保育知識來源，主要來自「電視」(71.7﹪)，其次為「老師講授」(67.6﹪)。未參與水資源保育相關活動的研究對象佔大多數(60.6﹪)；而在參與水資源保育相關活動的種類方面，以「戶外教學」為最多(24.3﹪)。(2)實驗組前後測之水資源保育知識、態度、行為以及環境敏感度均達到顯著差異，亦即，四週的價值澄清教學活動可顯著地提升學生的水資源保育知識、態度、行為以及環境敏感度。而對照組與校外對照組在前後測得分未達顯著差異，亦即傳統講述教學法未能提升學生的水資源保育知識、態度、行為以及環境敏感度。(3)三組學生在後測的水資源保育知識、態度、行為以及環境敏感度方面的得分之比較均有顯著的差異，且實驗組在水資源保護知識、態度、行為以及環境敏感度的各項後測得分均分別高於對照組與校外對照組的後測得分，並與對照組以及校外對照組達到顯著差異，亦即，價值澄清教學法對於學生的水資源保育知識、態度、行為以及環境敏感度的增進均優於傳統教學法。(4)以學生上課的參與度、課堂氣氛及學生的反應情形來看，價值澄清教學法的教學效果較傳統講述教學法為佳；對於上課方式的喜好度，以實驗組學生持正向態度的比率較高，但在教室常規管理及教學進度控制上，又以傳統講述教學法來得好。(5)價值澄清教學比較能夠激發出學生的思考空間與創造力，傳統講述教學法所帶給學生的刺激較少，而且使用價值澄清教學法對於學生來說，印象較傳統講述教學法來得深刻。根據本研究結果，可知價值澄清法之教學活動對於水資源教育有相當的教學效果，建議學校老師可運用此教學方式於學生的水資源教育上，以提升學生對於水資源保育的關切。
The main purposes of this experimental study was to apply values clarification approach to make the teaching models of water resources education, and to explore the differences of the effects between values clarification approach and traditional approach. The non-equivalent pretest-posttest control group design was used in this study. Two classes of the 7th grade students from Shuangchi Junior High School in Taipei County were selected as the sample and randomly assigned the experimental(n=34)and control group(n=34). One class of the 7th grade students from Kuyan-in Junior High School in Tauyan County was selected as the out-of school control group to detect the possible unexpected effects caused by the interaction between the students of the experimental and the in-school control group(n=31). There were ninety-nine students in this study. The main findings of this study were as follows: (1)The knowledge of water resources of the subjects mainly came from television (71.7%)and then schools'teachers. (2)Most students didn't participate in water resources-related activities (60.6%).As to the students taking part in water resources-related activities, there were about twenty-five(24.3%)percentage of subjects participated in outdoor teaching activities. (3)There were significant differences of knowledge, attitude, behavior and environmental sensitivity of water resources of the experimental group between pretest and posttest. Traditional approach couldn't enhance knowledge, attitude, behavior and environmental sensitivity of water resources of control group and out-of-school control group. (4)There were significant differences of knowledge, attitude, behavior and environmental sensitivity of water resource of posttest among the experimental group, control group and out-of-school control group. And values clarification approach on enhancing knowledge, attitude, behavior and environmental sensitivity of water resources was better than traditional approach. (5) According to the atmosphere of class and reflections of the students, values clarification approach was better than traditional approach. The teaching model of values clarification was favorable for students. (6)The teaching model of values clarification approach could promote thinking and creativity of students and impresses the subjects. According to main results of this research, we explored that applying values clarification approach to water resources education was helpful to the subject. The researcher suggested that school'teachers could use values clarification approach in water resources education in order to enhance environment knowledge, attitude, behavior and sensitivity of students.
The main purposes of this experimental study was to apply values clarification approach to make the teaching models of water resources education, and to explore the differences of the effects between values clarification approach and traditional approach. The non-equivalent pretest-posttest control group design was used in this study. Two classes of the 7th grade students from Shuangchi Junior High School in Taipei County were selected as the sample and randomly assigned the experimental(n=34)and control group(n=34). One class of the 7th grade students from Kuyan-in Junior High School in Tauyan County was selected as the out-of school control group to detect the possible unexpected effects caused by the interaction between the students of the experimental and the in-school control group(n=31). There were ninety-nine students in this study. The main findings of this study were as follows: (1)The knowledge of water resources of the subjects mainly came from television (71.7%)and then schools'teachers. (2)Most students didn't participate in water resources-related activities (60.6%).As to the students taking part in water resources-related activities, there were about twenty-five(24.3%)percentage of subjects participated in outdoor teaching activities. (3)There were significant differences of knowledge, attitude, behavior and environmental sensitivity of water resources of the experimental group between pretest and posttest. Traditional approach couldn't enhance knowledge, attitude, behavior and environmental sensitivity of water resources of control group and out-of-school control group. (4)There were significant differences of knowledge, attitude, behavior and environmental sensitivity of water resource of posttest among the experimental group, control group and out-of-school control group. And values clarification approach on enhancing knowledge, attitude, behavior and environmental sensitivity of water resources was better than traditional approach. (5) According to the atmosphere of class and reflections of the students, values clarification approach was better than traditional approach. The teaching model of values clarification was favorable for students. (6)The teaching model of values clarification approach could promote thinking and creativity of students and impresses the subjects. According to main results of this research, we explored that applying values clarification approach to water resources education was helpful to the subject. The researcher suggested that school'teachers could use values clarification approach in water resources education in order to enhance environment knowledge, attitude, behavior and sensitivity of students.