國民中學社會學習領域永續發展教育與多元智慧理論結合之行動研究

[[abstract]]There are three purposes in the first part of this study. First, it intends to understand the current situation and future prospect of sustainable development education in the Social Studies Domain of junior high school. Second, it wants to analyze the concepts of sustainable development and the environmental teaching materials implemented in the Social Studies Domain. Third, it aims at investigating junior high school students’ cognition , attitude and behavior toward sustainable development and teachers’ opinion about sustainable development education. With these in mind, it is expected to develop sustainable development learning models which are based on the theory of multiple intelligences integrated into teaching. At the same time, it wants to find out optimal models through quasi – experiment procedures. The conclusions are summarized as follows: 1) According to the current textbooks, there are more concepts about sustainable development in Geography and Civics, and more discussions about environmental system including of pollution、natural resource、eco – system and population. On the other hand, social system about urban – rural and cultural development are also presented. However, economic system about orientation of production、environmentally friendly consuming and social system about social involvement、democracy and legislation are almost neglected. 2) The survey shows that the students’ cognition about sustainable development has been above the average level, but fail to have better attitude and behavior. A comparison claims that there are a great deal of differences according to the frequencies of attending the environmental classes or activities , the parents’ requests , school grade and sex among junior high school students. 3) Another survey shows that most teachers believe that there are not enough contents about sustainable development in social studies, and they don’t think they are well educated to handle the strategies and means about sustainable development education. Therefore, most teachers say that they are willing to take part in the curriculum about sustainable development education if possible. 4) From the quasi – experiment, it is obvious that the students who had implemented multiple intelligences to their learning get a lot of improvement than those who hadn’t, especially their cognition , attitude and behavior toward sustainable development. Last but not least, the students claim that teaching and evaluation based on the theory of multiple intelligences are more welcomed than those which implemented traditional just focused on delivered oral speech method. Keywords: sustainable development education, the theory of multiple intelligences, Nine-Year-In-One-Strand curriculum, Social Studies Domain, content analysis, quasi – experiment research, action research