Evaluating of Outdoor Environmental Education on Effectiveness and Retention Learning of Wetland Conservation of Junior High School Students

[[abstract]]本研究以國中生為對象，以水雉生態教育園區為場域，利用自編問卷探討實施溼地保育戶外環境教育後，學生在溼地保育知識、態度上之學習成效與學習保留狀況。教學上以自編課程佐以園區戶外課程來進行，教法上則以流水學習法之原則與階段進行。採前實驗研究的等組前後測設計。以某國中七年級生為母群體，實際施測對象為自願參加教學活動的28名學生。前測後，進行一天以戶外環境教育課程為主的溼地保育教學，活動結束後後測，一週後延宕測。採用敘述性統計來分析學生基本資料，再以相依樣本 t 檢定進行構面分析，來評估學習成效與學習保留狀況。 研究結果顯示，在學習成效上，溼地保育知識的「類型與功能」與「官田溼地」兩構面皆達顯著差異，學生表現有進步；「溼地保育」構面則未達顯著。溼地保育態度的「人與自然互動關係」達顯著差異，學生表現有進步；「溼地保育態度」構面則未達顯著。在學習保留上，學生後測與延宕測表現僅在「溼地保育態度」構面上有顯著差異，其它無顯著，可見其他四構面的學習保留良好，而「溼地保育態度」延宕測分數優於後測，且達顯著，可能是因為有28.6%的學生在課程結束後的一週中，有自己查閱相關資訊所造成，可見透過課程學習，使部分學生更關心這個議題。 綜上所述，可見本研究之教材與教法具備學習成效與學習保留，可增進學生溼地保育知識、態度，課程設計也達到協助學生進行有意義學習的目的。台灣以國中生為研究對象的溼地保育論文頗為稀少，且缺乏近年實際進行戶外教學的資料。本研究可提供以國中生為研究對象，有關溼地保育戶外教學的研究資料，可供欲規劃環境教育實驗教學者、戶外教育者，或欲從事溼地保育教學者，在課程規劃設計上或未來研究上的具體參考。 The purpose of this study was to evaluate the effect of learning effectiveness and learning retention on students' knowledge and attitude toward wetland conservation after participation in outdoor education programs of conserving wetlands . The use of Flow Learning stages made education about the environment to teach. Participants were a sample of 28 student volunteers from Junior high school taking outdoor education.The learning effectiveness and learning retention were assessed from a questionnaire administered before and after exposure to a 1-day environmental outdoor course, and delayed post-test evaluation for follow-up after one week .The data were analyzed by using descriptive statistics , independent sample t-test . The results revealed (1) On learning effectiveness, a statistically significant difference was found on types and functions of wetlands and conservation of wetlands , not significant difference on Guantian Wetland. (2) On learning retention, A statistically significant difference was found on attitude of wetlands conservation , 28.6% of the student volunteers actively searched the relevant information in a week after the end of the course. It was visible that some students were more concerned about conserving wetlands through the education programs. The survey concluded that a good learning outcomes of learning effectiveness and retention by the teaching content and the use of Flow Learning stages ,which has been to enhance students’ knowledge, attitude , and also help students to achieve meaningful learning.The less of papers related with wetland conservation which the study subject to be junior high school students , and lack of the part of outdoor education programs. The study findings may serve as a guide to outdoor educators, and wetland conservation instructor for further course planning and research on the outdoor environmental education programs