專題式學習運用在國小環境教育課程之行動研究

An Action Research on the Application of Project-based Learning in Elementary School Environmental Education Curriculum

本研究旨在探討專題式學習在國小五年級環境教育課程的實踐歷程，並以自編環境教育素養量表了解學生在環境素養的學習成效。本研究採行動研究法，根據環境教育五大學習主題設計專題課程，並以Big6技能作為教學步驟自112年10月至12月進行二循環共20節的課程。研究歷程中，研究者透過教師省思札記、課堂觀察紀錄、訪談紀錄、課程回饋問卷、Big6學習單與環境素養量表前、後測等多方面的資料，分析學生學習歷程及成效。本研究結果歸納如下：
一、專題式環境教育課程以Big6技能為教學步驟分成六個階段實施，從教師引導逐步釋放由學生自主探究
二、在專題式學習定義問題階段可全班共同定義問題後再進行小組討論，並使用K-W圖表和結構圖協助學生訂定專題探究方向
三、在專題式學習搜尋策略、取得資訊階段透過引導學生辨別發布機構、資料比對以及關鍵字運用技巧能提升資料來源可信度與資料搜索的精確度
四、在專題式學習利用資訊、整合資訊階段引導學生使用刪去法、架構圖與心智圖，能提升學生摘要品質與資料呈現方式
五、專題式環境教育課程能提升學生環境素養知識、態度與行動，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
六、研究者在行動研究過程中獲得專題式學習與環境教育相關知能之專業
最後根據本研究結果提出建議，作為教學者、學校行政以及未來研究者之參考。

The purpose of this study is to investigate the implementation of project-based learning in the fifth grade environmental education curriculum of the National Elementary School, and to understand the learning effectiveness of students’ environmental literacy through the selfdeveloped Environmental Literacy Scale . The study used an action research method to design a project-based curriculum based on the five major learning themes of environmental education, and used the Big6 skills as the teaching steps to conduct a two-cycle, 20-session curriculum from October to December 2023. During the study, the researcher analyzed the students’ learning process and effectiveness through teachers’ reflective notes, classroom observation records, interview records, course feedback questionnaires, Big6 learning sheets, and environmental literacy scale pre- and post-tests. The results of this study are summarized as follows:
1. The project-based environmental education program is divided into six stages using the Big6 skill as the teaching step, first guided by teachers and then explored by students independently.
2. In the Task Definition of project-based learning, the whole class define the problem together and then discussed it in small groups, and use K-W charts and structure charts to help students set the direction of the project inquiry.
3. In the Information Seeking Strategies and Location & Access of project-based learning, the credibility of data sources and the accuracy of data search was improved by guiding students to identify publishing agencies, compare data, and use keywords to use skills.
4. Guiding students in the use of deletion methods, structure maps, and mind maps during the Use of Information and Synthesis phase of project-based learning help improves the quality of student abstract content and data presentation.
5. The project-based environmental education program enhances students’ environmental literacy knowledge, attitudes, and actions, and students’ Big6 skills of“Location & Accessing”,“Use of Information”, and“Synthesis”are significantly improved.
6. The researcher acquires specialization in project-based learning and knowledge related toenvironmental education in the curriculum of action research.
Finally, based on the findings of this study, recommendations are made to serve as a reference for instructors, school administrators, and future researchers