應用IPA分析檢視環境教育課程對大學生之環境認知

Applying IPA Analysis in the effects of integrating environmental education into general education courses on the environmental cognition of university students

環境教育在大專院校內屬通識課程，如何利用課程傳遞生態保育觀念，成為當前重要的目標。本研究透過選修課程之大學生，進行環境認知差異之檢視。針對110位環境教育選修者為母群體，有效問卷回收97份，有效率約為88.2%。數據處理分析採用T檢定與IPA分析來呈現差異性及擬定教學方案。研究結果：在野外看到動物我不會主動餵食（Mean=2.60）、國家公園不是為了遊憩而設立（Mean=3.05）、引進外來植物並不會讓生態系更豐富（Mean=2.70）三項，礙於課堂理論教育缺乏實地體驗，造成認知強度無明顯改善。未來可藉由實地體驗、增加人地互動之方式，提升環境教育的實踐效益。

In universities and colleges, environmental education is included in general education courses; important current objectives are how to use the classroom to convey concepts of ecological conservation. Through university students taking the courses, this study evaluated differences in environmental cognition. The 110 students who elect to take environmental education courses constituted the population, and 97 valid samples are retrieved, for questionnaire validity of approximately 88.2%. Data processing and analysis used t-testing and IPA analysis to show the difference and establish instructional plans. Research results: Due to a lack of practical experience in classroom theoretical instruction, the three items of “I would not actively feed animals in the wild” (Mean=2.60), “National parks were not established for recreation” (Mean=3.05), and “Introducing foreign plants would not enrich the ecosystem” (Mean=2.70) failed to significantly improve in terms of cognitive strength. In the future, it will be possible to use practical experience and to increase the interaction between people and the land in order to elevate the practical benefits of environmental education.