:::

詳目顯示

回上一頁
題名:影響高中生海洋素養因素之探討:以海洋態度、海洋行為作為中介變項
作者:李建輝
作者(外文):LEE, CHIEN-HUI
校院名稱:國立高雄師範大學
系所名稱:科學教育暨環境教育研究所
指導教授:洪振方
學位類別:博士
出版日期:2022
主題關鍵詞:海洋素養海洋知識海洋態度海洋行為路徑模型中介變項ocean literacyocean knowledgeocean attitudesocean behaviorlearning modelmediating variables
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:0
中文摘要
本研究目的在透過海洋知識、海洋態度、海洋行為、海洋素養等研究構面建立影響高中生海洋素養因素之路徑模型,並探討海洋態度、海洋行為做為中介變項效果驗證。研究對象為高雄市高中學生,研究工具引用辛懷梓(2019)發展的海洋知識測驗、海洋態度量表、海洋行為量表,與張正杰(2019)發展的海洋素養測驗研究工具,進行問卷調查。回收有效問卷共計371份,運用結構方程式分析技術,以驗證式因素分析方式,就個別構面進行收斂度與區別效度驗證,建立測量模型,再以bootstrap修正模型配適度,建立影響高中生海洋素養因素路徑模型。驗證過程中採取間接效果自助法檢定,檢視海洋態度與海洋行為影響高中生海洋素養之中介變項效果。研究結果如下:
一、建立與效化高中生海洋素養因素之路徑模型。
二、海洋態度是影響高中生海洋素養路徑模型之中介變項。
本論文對於未來學校推動海洋教育與課程設計提出建議:
一、學校海洋教育兼容海洋知識、海洋態度、海洋行為以提升學生海洋素養。
二、學校海洋教育可增加主題情境教學與體驗活動,提升學生海洋素養。
Abstract
The purpose of this research is to establish apath model of factors affecting the ocean literacy of high school studentsthrough the research aspects of ocean knowledge, ocean attitudes, oceanbehavior, and ocean literacy, and to explore ocean attitudes and oceanbehaviors as mediating variables. The subjects of the research were high schoolstudents in Kaohsiung City. The research tools included “the ocean knowledge,ocean attitudes, and ocean behaviors “that were developed by Professor Huai-TzuHsin and “the “ocean literacy research tools” developed by ProfessorCheng-Chieh Chang, A total of 371 valid questionnaires were collected. Usingstructural equation analysis to verify the convergence and discriminativevalidity of each aspect by confirmatory factor analysis to establish ameasurement model, and then use bootstrap correction model was used to adjustthe model to establish the path model predicting high school students’ oceanliteracy. In the verification process, an indirect effect self-service methodwas adopted to examine the effects of ocean attitudes on high school students'ocean literacy. The confirmation of research results is as follow:
1.Establishing and validating the path model of ocean literacy factorsfor high school students.
2.Ocean attitudes and ocean behaviors are the mediating variables in theocean literacy path model of high school students.
For schools topromote ocean education and curriculum design in the future, this paperproposes the following suggestions:
1.Students' ocean knowledge,ocean attitudes and ocean behaviors are significantly associate with them oceanliteracy.
2.School's oceaneducators and teachers are encouraged to imply thematic situational teachingand contextual activities that are related with Students' living experiences toimprove their ocean literacy.
一、中文部分
方國運(2017)。自然保育工作推動現況。海科館學報,14(3期),21-53。
江嘉慧(2007)。海洋生態環境解說之重要性與環境評估-以澎湖水族館為例。(未出版之碩士論文)。中國文化大學,台北市。
行政院(2001)。海洋白皮書。台北市:行政院研考會。
行政院(2006)。海洋政策白皮書。台北市:行政院研考會。
行政院(2020)。國家海洋政策白皮書。高雄市:海洋委員會。
辛懷梓、張自立、許碧蓉(2019)。國立海洋科技博物館海洋教育戶外教學對大學生學習成效之影響。師資培育與教師專業發展期刊,12(2期),91-123。
邱文彥(2019)。從海洋政策觀點論臺灣離岸風場之發展。國家發展研究,18(2),P55-124
李慧芳(2013)。國中教師與家長對實施海洋休閒教育態度與考量知比較研究。(未出版之碩士論文)。國立臺灣海洋大學,基隆市。
李恆澔(2007)。國小高年級學童海洋環境態度及海洋環境污染概念之研究-以高高屏為例。(未出版之碩士論文)。國立台南大學,台南市。
吳明隆(2003)。SPSS統計應用實務。台北市:松崗。
吳靖國(2011)。小學師資培育課程中「海洋教育」教學內容之研究。教育資料與研究雙月刊,(102),111-140。
吳靖國(2016)。從海洋專業問題省思海洋普通教育的發展。台灣教育評論月刊,5(8),89-93。
吳靖國、嚴佳代、沈玫姿、林鳳琪、高淑玲、陳正昌…謝文順(2019)。8個你不可不知的海洋議題。台北市:詹氏。
林榮瑞(2011)。海洋教育的理論與實踐。台北市:五南書局。


林郁晶(2013)。國小五年級學童海洋教育教學活動學習成效之探討。(未出版之碩士論文)國立台北市立教育大學,台北市。
周祝瑛(2011)。台灣海洋教育回顧與展望。海洋事務與政策評論創刊號,43-64。
周淑卿(2019)。從內容導向到素養導向教材設計:生活課程教科書編者的理解。教育研究月刊,(303),25-39。
周漢強(2015)。海洋素養與海洋教育內涵比較研究:以現行海洋教育課程綱要為例。(未出版之碩士論文)。國立臺灣師範大學,台北市。
封中興、洪振方(2011)。以建模為基礎的論證教學模式之初探研究。物理教育學刊。12(1),1-24。
施宜煌(2011)。海洋教育重要性發展與建議。教育人力與專業發展,5 (29),36-45。
陳雅琴(2013)。國小五年級學童海洋教育戶外教學研究-以北海岸遊憩探索館及野柳自然中心為例。(未出版之碩士論文)。國立台北市立教育大學,台北市。
陳國勤(2020)。微塑膠毒害海洋。環境污染月刊(未出版)。取自: https://khenvedu.kcg.gov.tw/News/Detail?progId=NEWS001&dsn=3436
國立海洋科技博物館(2015)。海洋科技博物館長期發展計畫。取自: https://www.nmmst.gov.tw/chhtml/content/60/2199
莊慶達、李健全、游乾賜、黃向文、碧涵 (2013)。海洋事務概論。台北市:五南圖書出版股份有限公司。
許世璋(2005)。大學環境課程成效之比較研究-著重環境行動、環境希望、及其相關變項之成效分析。教育與心理研究,28(4),617-643。
許明欽、李坤崇、羅綸新(2008)。海洋教育基本知能融入中小學課程綱要計畫。教育部(教育研究委員會)期末報告。
教育部(2007)。海洋教育政策白皮書。台北市:教育部。
教育部(2016)。海洋教育政策白皮書。台北市:教育部。


張正杰、楊文正、羅綸新(2014)。高職生海洋科學素養與迷思概念之評量分析。科學教育月刊,(371),2-17。
張正杰(2015)。影響國中學生海洋科學知識與海洋教育能力指標因素之研究。教育學報,43(2),173-196。
黃柏瑋(2016)。大學生海洋素養現況調查。(未出版之碩士論文)。國立臺灣師範大學,台北市。
鈴木英之、中原裕幸、橫內憲久(2014)。我國海洋教育的現狀和課題—關於海洋義務教育教科書的分析。臺灣教育評論月刊,3(3),118-123
綠色和平協會(2020)。五個海洋危機,一個拯救機會:海洋、氣候如何雙贏。取自: https://www.greenpeace.org/taiwan/update/17028/
賴慶三、謝恩澤(2013)。國小六年級學生海洋教育學習成效之研究。科學教育國際研討會,8(3),28-43。
盧姿里(2016)。利用海洋科普知識進行愛護環境、尊重生命與永續發展之價值教育。嘉大教育研究學刊,37 ,1-32。
羅綸新、張正杰、童元品、楊文正 (2013)。高中生海洋科學素養及迷思概念評量分析。教育科學研究期刊,6(3),21-48。
羅綸新、王立中(2009)。中小學海洋教育課程與教學之資源需求調查。教育資料與研究,89,1-22。
羅綸新(2018)。落實素養導向之海洋教育議題。教育脈動電子期刊,13,1-5。


二、外文部分
Ajzen,I. (1989). Attitude structure and behavior. Publisher: Hillsdale,
Aaker,D., & Bragozzi, R (1979). Unobservable variables in structural equationmodels with an application in industrial selling. Journal of MarketingResearch, 147-158.
Bishop,T., Says, J., Sousa-Pinto, I., Tottenham, P., & Van, L. (2015). “Reviewof routes of engagement between citizens and ocean literacy,” in EU Sea ChangeProject. http://www.seachangeproject.eu
Blunch,N. (2012). Introduction to structural equation modeling using IBM SPSSstatistics and AMOS. Sage.
Cheng, C. (2019). Development of Ocean LiteracyInventory for 16- to 18-Year-Old Students, SAGE, 1-15
Cava, F., Schrodinger ,C., Strang., & Tottenham,P. (2005).Science Content and standards for Ocean Literacy :A Report onOcean Literacy https://www.coexploration.org/oceanliteracy/documents/OLit2004-05_Final_Report.pdf
Cudaback, C. (2006). What Do College StudentsKnow About the Ocean? Eos Transactions American Geophysical Union 87(40)
Chin, W. (1998). Issues and Opinion on StructuralEquation Modeling, Management Information Systems Quarterly, 22 (1), 7-16.
Fries-Gaither, J. (2009). Discovering thepolar regions. Learning & leading with technology. 36 (6).
Fietkau, H.. & Kessel, H. (1981). Umweltlernen. König stein/Taunus:Hain
.

Fletcher, S., Potts, J. (2007) Ocean citizenship:an emergent geographical concept. Coast Manga 35(4). http://dx.doi.org/10.1080/08920750701525818Géraldine
Geraldine, F., Craig, S., Matthew, C., & Chen,Y. (2018) Development of the International Ocean Literacy Survey: measuringknowledge across the world. Environmental Education Research.
Greely, T. (2008) Ocean Literacy andReasoning about Ocean Issues: The Influence of Content, Experience andMorality.” Ph D diss., University of South Florida.
Gkargkavouzi, A., Paraskevopoulos, S., & Matsuri,S. (2020) Public perceptions of the marine environment and behavioralintentions to preserve it: The case of three coastal cities in Greece AsiaPacific Journal of marine policy (111)
Haley Guest, N., Heike, L., & Douglas, W.(2015). Youth and the sea: Ocean literacy in Nova Scotia, Canada, MarinePolicy ,58.98–107
Hair, J., Anderson, R. ., Tatham, R,. &Black, W. (1998). Multivariate data analysis (5th ed.). EnglewoodCliffs, NJ: Prentice Hall.
Hayes, A. (2009). Beyond Baron and Kenny: Statistical Mediation Analysis in theNew Millennium. Communication Monographs, 76(4), 408-420.
Jenna, M., Hartley-Kathryn, T., Stevenson, M.,Nils Peterson, E., Mattia, D ., Savannah, P., Thomas, J., & Fairbairn, L.(2021)Kids Presentations Sway Local Leaders and Voters’ Attitudes on Ocean PlasticsPollution. Frontiers in Political Science。DOI:https://doi.org/10.3389/fpos.2021.662886
Johnson, B., & Cincera, J. (2015) Examiningthe relationship between environmental attitudes and behavior in education programmers,Applied Environmental Education and Communication an International Journal,12.97–111.


Koll muss, A., & Agyeman, J. (2002). Mindthe gap: why do people act environmentally and what are the barriers to pro-environmentalbehavior? Environmental Education Research, 8(3)
Kitzmiller, C. (2013). Environmentalknowledge and willingness to change personal behaviors: An American-Austrian comparisonsof energy use. Online 22/6/ 2013.www. Uni-muensterde/imperia/md/content/transpose/. / Kitzmiller. Pdf.
Kean, W., Posnanski, T., Wisniewski, J., &Lundberg, T. (2004). Urban earth science in Milwaukee Wisconsin. Journal of GeoscienceEducation, 52(5). 433–437.
Kelly, R., Evans, K., & Alexander, K.(2021) Connecting to the oceans: supporting ocean literacy and publicengagement. Rev Fish Biol Fisheries. https://doi.org/10.1007/s11160-020-09625-9
Latif, S., Omar, M., Badin, Y.., & Awang,Z. (2013) Role of environmental knowledge in creating pro-environmentalresident Proceed. Soc. Behave. Sci.105.866–874.
Lehman, A., O'Rourke, N., Hatcher, L., & Stepanski, E. J. (2005). JMP for Basic Univariate And Multivariate Statistics: AStep-by-step Guide. Cary, NC: SAS Press.
MacKinnon, D., Lockwood, C., & Williams,J. (2004). Confidence limits for the indirect effect: Distribution of theproduct and resampling methods. Multivariate Behavioral Research, 39,99-128.
Marsh, H.., & O’Neill, R. (1984). Self-DescriptionQuestionnaire III (SDQIII): The construct validity of multidimensionalself-concept ratings by late-adolescents. Journal of Educational Measurement,21, 153–174.


NMEA (National Marine Educators Association).(2010). Ocean literacy scope and sequence for grades K-12, published in theNational Marine Educators Association Special Report #3. In The OceanLiteracy Campaign Featuring the Ocean Literacy Scope & Sequence for GradesK-12. NMEA.
Ocean Literacy Network (2014). Ocean literacy;the essential principles of ocean science K-12. Retrieved fromhttp;//oceanliteracy.wp2.coexploration.org
Pecl, T., Stuart-Smith, J., Walsh, P., Bray,D., Brains, M., Burgess, M., Fresher, S., Moltschaniwskyj, N. (2019) Red mapAustralia: challenges and successes with a large-scale citizen science-basedapproach to ecological monitoring and community engagement on climate change.Front Mar Science (6)349.
Peter-Tuddenham, D., Schoening, S., & Strang,C (2005) Science Content and Standards for Ocean Literacy: A Report on OceanLiteracy Retrieves from https://www.researchgate.net/publication/313036579
Rousseau, Y., Watson, J., Blanchard, E., &Fulton, H. (2019). "Evolution of global main fishing fleets and theresponse of fished resources." Proceedings of the National Academy ofSciences 38(3).52-59.
Roth-Charles, E. (1992). Environmentalliteracy: Its roots, evolution, and directions in the 1990s. Columbus, OH:ERIC/CSMEE. Roth, Charles E. (1968). On the road to conservation.Massachusetts Audubon, 38-41.
Rupp,S., (2018) Study: Education can change behaviors that lead to oceanpollution Comment Scott E. Rupp Monday, March 05.
Strang, C., Schrodinger, A., & Charon, C.(2007) CanYou Be Science Literate without Being Ocean Literate? Current: The Journalof Marine Education ,23 (1). 7–9.


Steel,C., Court, S., Laura, O., Sara, W., Ryan, W. (2005) Public Ocean literacy in theUnited States., Ocean& Coastal Management.97-114
Shroud,P., & Bolger, N. (2002). Mediation in experimental and nonexperimentalstudies: new procedures and recommendations. Psychological Methods, 7(4),422-445.
Vince,J., Hardesty, B. (2019) Governance solutions to the tragedy of the commonsthat marine plastics have become. Front Mar Sci (5)214.
West, S., Finch, J., & Curran, P. (1995). Structural equationmodels with nonnormal variables: Problems and remedies. In R. H. Hoyle (Ed.),Structural equation modeling: Concepts, issues, and applications. ThousandOaks, CA: Sage.
Zabel, S. (2008). The probable error of a mean. Journal of theAmerican Statistical Association, 103(481), 1-7.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關博士論文
 
無相關書籍
 
無相關著作
 
無相關點閱
 
QR Code
QRCODE