Environmental Education Knowledge and Environmental Attitude of Elementary School Students - A Study on Puli Town

[[abstract]]隨著科技文明發展，工業革命與人口過度增加，導致人類仰賴生存的自然資源受到先進科技掠奪與破壞。生態破壞與自然資源的耗竭日益惡化，逐漸形成環境危機，且危及人類生存，因此唯有減緩對大自然的傷害，才是拯救地球環境的有效策略，而透過教育途徑以改變人類原先的生活習性、價值觀以及環境態度是當前較受認同的環境保護與資源永續之方式。 因此，本研究目的為探討國小學童對於環境教育知識的了解與其具備之環境態度現況，並希望了解國小學童不同背景變項與環境教育知識以及環境態度的關係。透過問卷調查方式，本研究以埔里鎮國小四至六年級學童為研究對象，對其環境教育知識與環境態度進行調查。結果顯示：(1)國小四至六年級學童均以對有毒物質知識了解最多，以地區環境知識表現最少。(2)國小四至六年級學童的環境態度皆以環境技能態度表現最佳，而環境汙染與生物保育之態度最差。(3)性別不會影響國小學童的環境教育知識與環境態度。(4)年級可影響國小學童環境教育知識與環境態度，其中六年級學童的環境教育知識表現高於五年級者，五年級學生表現又優於四年級學生。而環境態度上，則是六年級學生明顯優於四、五年級者。(5)不同家長社經地位可影響國小學童環境教育知識與環境態度，其家長社經地位愈高，其環境教育知識與環境態度表現愈良好。(6)年級、家庭社經地位與國小學童與環境教育知識以及環境態度具正相關性，顯示年級愈高，學童表現環境教育知識與環境態度愈佳。且家庭社經地位愈高之學童表現之環境教育知識與環境態度亦愈良好。由本研究結果提出建議，希望相關單位可增加國小學童在地環境教育知識，讓其不僅可更加了解自己的居住環境，從而推演至整體大環境，藉此表現更良好之環境態度。[[abstract]]With the development of scientific civilization, the industrial revolution and the excessive increase in population, people replies on the natural resources is seized and destroyed for surviving. Ecological destruction and the depletion of natural resources is worsening that becomes the environmental crisis gradually, and endanger human survival. Therefore, the only way save the Earth's environment and reach an effective strategy is decrease the damage in nature. Education is currently accepting in the world to change the original living habits of mankind, values, and environmental attitude for protecting environment and resource sustainable. Accordingly, the purpose of this study is to investigate the knowledge of environmental education and the situation of environmental attitudes in the elementary school, and hope to understand the relationship between different background, the knowledge of environmental education and environmental attitudes on students. There were 553 students of Grades four to six in elementary schools from Puli Town was examined by the questionnaire survey for understanding the expression with the knowledge of environmental education and environmental attitudes. The results was showed as follows: (1) Students of Grades four to six had the best knowledge of toxic substances, but the local environmental knowledge was the worst. (2) Students of Grades four to six had the best attitude of environmental skill, but the environmental pollution and the ecological conservation were the worst. (3) Gender did not affect students' knowledge of environmental education and environmental attitudes. (4) Students’ environmental education knowledge and environmental attitudes were affected by different grades. Sixth graders was better environmental education knowledge than fifth grade, and fifth grade was better than fourth graders. On the environmental attitudes expression, students of sixth grade were better than the fourth and fifth grade. (5) Students’ environmental education knowledge and environmental attitudes were affected by different socio-economic status. Environmental education knowledge and environmental attitudes were better with the higher socio-economic status. (6) Grade, family socio-economic status and students’ environmental education knowledge and environmental attitudes have a positive correlation, indicating students’ environmental education knowledge and environmental attitude were better with the higher grades. Another way, environmental education knowledge and environmental attitudes were also better with the higher socio-economic status. The suggestion was provided from the results that the relevant units might increase the education of local environmental knowledge in elementary school, it could make students not only understand their living environment better, but also deduce to the overall environment to show a better environment attitude.[[note]]碩