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研究生:楊坤朗
研究生(外文):YANG,KUN-LANG
論文名稱:初探國中小教師的氣候變遷覺知、心理距離與環境教育教學行為之關聯性
論文名稱(外文):An Exploratory Research on the Relationships among School Teachers' Perception of Climate Change, Psychological Distance and Teaching Behaviors in Environmental Education
指導教授:曾鈺琪曾鈺琪引用關係
指導教授(外文):TSENG,YU-CHI
口試委員:許世璋曾鈺琪林碧芳
口試委員(外文):HSU, SHIH-JANGTSENG,YU-CHILIN,PI-FANG
口試日期:2023-06-09
學位類別:碩士
校院名稱:國立臺中教育大學
系所名稱:科學教育與應用學系環境教育及管理碩士班
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2023
畢業學年度:111
語文別:中文
論文頁數:123
中文關鍵詞:環境行為環境教育教學行為氣候變遷覺知心理距離
外文關鍵詞:Environmental BehaviorTeaching Behaviors in Environmental EducationClimate Change PerceptionPsychological Distance
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現今氣候變遷帶來的各類負面衝擊已日益嚴重,如何改變公民行為去減緩及調適氣候變遷已經成為未來世代必須面對的問題,而學校教師正是教育未來世代成為氣候公民的重要守門人。過去國內的氣候變遷相關調查多圍繞在一般民眾的素養,包括調查個人的環境行為類型和頻率,而較少針對教師群體的環境行為、甚至是教學作進行探討。由於學生對於氣候變遷知識及友善環境的行動技能多來自學校教師的教導,因此探究教師願意進行環境教育的重要生命經驗和相關心理因素、理論模型有其必要性。本研究以臺灣之國中小學校教師為主要研究對象,嘗試以混合研究透過兩階段的研究設計來探討教師的環境行為及其對氣候變遷議題的教學行為之影響因子,並提出假設以驗證其關聯性。本文第一階段研究使用深度訪談法,使用MAXQDA分析10位學校教師的訪談資料,瞭解其環境行為與教學行為並從中找尋影響其環境行為和教學行為的可能因素和假設,結果共整理出直接觀察、間接資訊、環境覺知、心理距離等四個可能影響環境行為與教學行為的因素,同時也重新調整環境覺知、心理距離的概念內涵。最後根據文獻及訪談結果將直接觀察、間接資訊設為自變項,教學行為做為依變項,並以環境覺知、心理距離作為中介變項,提出第二階段研究假設與模型。第二階段研究則以調查法收集214位國中小教師問卷(國小佔66%、國中佔34%),再以統計軟體 SPSS 26與 Lisrel 9.3驗證第一階段提出的研究假設與模型。結果發現僅有心理距離可以直接且顯著預測教學行為。在中介效果部分,僅有直接觀察可以透過環境覺知與心理距離的雙重中介來預測教學行為。在總效果部分,心理距離是預測力最高的因子,這意味教師若是在時間、空間、社會群體或問題發生的確定性上主觀認定氣候變遷近在咫尺或真實出現,便可以促使教師進行更多的環境教育相關教學活動。最後本文依據研究結果提出未來研究及教育實務方面的建議。
The increasingly severe impacts of climate change have highlighted the urgent need to alter citizen behaviors to mitigate and adapt to this global challenge. Among the key agents of change are school teachers, who play a pivotal role in educating future generations as responsible climate citizens. While past research on climate change has focused mainly on the environmental literacy of the general public, including individual environmental behaviors and their frequency, there has been limited exploration of the environmental behaviors and teaching behaviors of teachers. However, since students' knowledge and pro-environmental action skills often stem from the guidance of their teachers, it is crucial to investigate the vital life experiences and psychological factors that influence teachers' willingness to engage in environmental education and propose a theoretical model for understanding these factors. This study primarily focuses on middle and elementary school teachers in Taiwan, employing a mixed-method research design with a two-phase approach. The research aims to explore the factors influencing teachers' environmental behaviors and their impact on teaching behaviors in environmental education related to climate change. In the first phase, ten school teachers were interviewed using the qualitative method, and their responses were analyzed with MAXQDA software to gain insights into their environmental behaviors and teaching behaviors. From this analysis, four potential influencing factors were identified: direct observation, indirect information, environmental perception, and psychological distance. Additionally, the concepts of environmental perception and psychological distance were redefined.Based on the findings from the literature review and interviews, the study proposes a second-phase research hypothesis and model, with direct observation and indirect information as the independent variables, teaching behaviors as the dependent variable, and environmental perception and psychological distance as the intervening variables. In the second phase as a survey conducted gathering responses from 214 middle and elementary school teachers (66% elementary, 34% middle school). Statistical software SPSS 26 and Lisrel 9.3 were used to verify the research hypotheses and model proposed in the first phase. The results revealed that only psychological distance could significantly predict teaching behaviors in environmental education directly. Regarding the mediating effects, only direct observation could predict teaching behaviors through the dual mediation of environmental perception and psychological distance. Moreover, in terms of the overall effect, psychological distance emerged as the most influential factor. This implies that when teachers subjectively perceive climate change as imminent or genuinely occurring in terms of time, space, social groups, or problems, they are more likely to engage in teaching activities related to environmental education. Based on the research findings, the study concludes by offering suggestions for future research and practical implications in the field of education.
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 4
第三節 名詞解釋 5
第四節 研究範圍與限制 8
第二章 文獻探討 9
第一節 教師的環境行為 9
第二節 氣候變遷覺知 18
第三節 心理距離 25
第三章 混合方法與第一階段質性研究 31
第一節 研究設計與研究流程 31
第二節 質性資料收集與分析 34
第三節 訪談資料分析結果 43
第四章 第二階段研究-模型驗證之研究方法與結果 75
第一節、量化資料蒐集與分析 77
第二節、各變項之測量現況 86
第三節、教學行為之模型驗證 96
第四節、綜合討論 104
第五章 結論與建議 109
第一節 結論 109
第二節 建議 110
參考文獻 113
附件一 訪談大綱 121

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