專題式學習運用在國小環境教育課程之實踐歷程與成效

A Study of the Implementation and Effectiveness of Project-based Learning in Elementary School's Environmental Education Curriculum

本研究旨在探討專題式學習運用在國小五年級環境教育課程的實踐歷程，以及透過自編環境教育素養量表了解學生之學習成效，自112年10月至12月以Big6技能作為教學步驟進行二循環20節課程，透過環境素養量表、Big技能評量表、教師省思札記、課堂觀察紀錄、訪談紀錄、Big6學習單等多方面的資料，進行綜合分析。本研究主要發現如下：一、先由教師引導專題式學習再逐步釋放由學生自主探究，但仍需持續深化。二、Big6技能需結合多元策略協助學生完成專題實作。三、專題式環境教育課程能提升學生環境素養。四、學生在Big6技能的取得資訊、利用資訊與整合資訊方面有顯著提升。

 

This study investigated the application of Project-Based Learning in the fifth-grade environmental education curriculum of elementary schools, with the aim of understanding its effectiveness and impact on students’ learning as measured against a self-developed Environmental Education Literacy Scale. From October to December 2023, two cycles of 20 lessons were conducted using Big6 skills as the teaching steps. A comprehensive analysis was performed using various data sources, including the Environmental Literacy Scale, the Big6 Skills Assessment Scale, teachers’ reflective notes, classroom observation records, interview records, and Big6 worksheets. The findings showed that (1) teacher first led students to complete the Project-Based Environmental Education Curriculum and then gradually released them to explore on their own, but there was still a need for continuous deepening of learning; (2) Big6 skills needed to be combined with multiple strategies to help students complete the project; (3) the Project-Based Environmental Education Curriculum could improve students’ environmental literacy; and (4) students’ Big6 skills of “Location & Accessing,” “Use of Information,” and “Synthesis” significantly improved through Project-Based Learning.