大學環境教育課程對不同學習群體在環境行動、價值觀與情意類環境素養變項之影響

The Effects of an Environmental Education Program on College Students' Environmental Action, Values, and Affective Environmental Literacy Variables in Two Different Groups

大學不僅是未來專業工作者的培育所，此一階段的學習同時是促成環境行動者的重要生命經驗。為了釐清大學環境教育教學對於年輕世代的影響，本研究採取以質性研究為主、量化研究為輔的取徑方式，探討一門大學環境教育課程對於自然資源與環境學系（以下稱自資班）與中等師資培育學程（以下稱師培班）兩群學生在環境行動、價值觀、與情意類環境素養變項之影響。
本研究的分析結果，可從三面向進行闡述：第一，針對影響情意類環境素養（即責任感、內控觀、與希望感）型塑的課程因素，本研究發現環境責任感的促成主要是透過課程中高山之旅的體驗、對環境議題的深刻介入，以及集體公民行動有助於環境問題解決的概念引入等三因素；內控觀的促成則主要透過成功的行動案例剖析，以及環境行動者堅持不懈的行動歷程兩因素；而希望感的促進則主要透過成功的行動案例、與典範人物激勵人心故事的引入。
第二，研究者發現學習者特質、課程介入、與環境素養變化間存在不同互動關係。相較於師培班學生，自資生的主觀固著、與對人性信任不足的特質較為鮮明，而這些特質均不利於環境素養的形塑；而相較於自資生，師培生對於教育者的身份認同，則有助於情意類素養與環境行動的形塑。
第三，本研究整合兩班學習者學習歷程，提出一整合認知、情感、與終極關懷的環境公民學習歷程模式。首先，當課程中與認知相關的學習內容打破了學習者原先習以為常的思考模式時，將可能引發學習者拒絕或猶豫等反應。而在情感階段，正向情感較有利於環境行動形塑；負向情感雖多有礙環境行動的型塑但亦會與正向情緒產生交互作用，共同促成學習者環境行動的提升。而在終極關懷階段，學習者在這部分的反應大致可分為生命信念與價值觀確立、責任與承諾、以及內在價值信念衝突等類型，而這些都會影響環境行動與情意類環境素養的形塑。
最後，本文根據研究結果對於大學環境教育課程發展與教學提出建議。

Universities not only serve as training grounds for future leaders, but also offer significant life experiences for environmental activists. To gain a deeper understanding of environmental education (EE) at the undergraduate level, we assesses the effects of an EE course on college students’ environmental literacy from two different groups: the Department of Natural Resources and Environmental Studies (NRES) and the Secondary Teacher Education Program (STEP), using primarily a qualitative approach and supplementing it with a quantitative approach.
Based on the findings of this study, the researcher has three aspects to explain, one of which is to explore the course factors that shape environmental responsibility, locus of control, and environmental hope. The findings reveal that environmental responsibility is fostered through high mountain experiences, engagement with environmental issues, and collective action contributing to solving environmental problems. Locus of control is promoted through successful case studies and the persistent actions of environmental activists. Environmental hope is enhanced by successful case studies and inspiring stories of role models.
Secondly, we found NRES students were more subjective than STEP students and had less trust in human nature, which was not conducive to shaping environmental literacy. Compared with NRES students, STEP students’ teacher training background was more conducive to shaping affective literacy and environmental action.
Thirdly, this study proposes an action model of environmental citizenship that integrates cognition, affection, and the soul. When the course disrupts the learners’ habitual thinking patterns, it triggers reactions such as refusal or hesitation. Furthermore, although negative emotions are likely to hinder the shaping of environmental actions, they also interact with positive emotions to enhance learners’ actions. In the stages of the soul, learners’ responses can be categorized into the establishment of beliefs and values, responsibility, and the conflict of internal beliefs.
Based on this study, implications for program development and instructional practice are presented.