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題名：以偏鄉國小為場域之地方本位環境教育課程省思
書刊名：科學教育學刊
作者：洪萱芳／顏瓊芬 引用關係／張妤萍／洪韶君
作者(外文)：Hung, Hsuan-fang／Yen, Chiung-fen／Chang, Yu-ping／Hung, Shao-chun
出版日期：2016
卷期：24:3
頁次：頁299-331
主題關鍵詞：地方本位教育；偏鄉教育；學習成效；學習動機；環境教育；Place-based education；Rural education；Learning effects；Learning motivation；Environmental education
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(11) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:9
  • 共同引用共同引用:350
  • 點閱點閱:189
本研究以地方本位教育理論為基礎架構，發展出一個可協助學生連結生活經驗和課程知識的課程發展模式。研究發現，學生對於環境知識內涵的認知經過本研究之地方本位課程後，逐漸融入生活經驗與自身探索經驗所學習到的知識；且課程對於生活經驗的重視，導致學生開始透過自身經驗連結課程知識，進入自主學習歷程。整體而言，對於學生學習投入，學習動機和態度皆有正面影響。本研究主要研究場域為偏鄉地區三年級班級，共計27位學生參與本研究，課程包含三個主題課程，分別為校園植物和濱海植物、環境污染和植物生病了。其中校園植物和濱海植物使用戶外觀察法，在引導學生進入連結生活經驗和課程知識的過程中，可以觀察出學生經過課程後，學生較容易將課室外經驗連結到課程概念。另外，採用地方本位教育模式，融入在地素材，強調關心周遭生活環境與連結生活經驗，研究發現可滿足學生的多元需求，因可從各自的生活經驗切入學習。
This research utilized place-based education theory as the framework, critical pedagogy theory's teacher-student relationship view, and diverse teaching models including outdoor teaching and project-based learning to develop a curriculum model. This model was designed to support students' capacity to connect living experiences to curriculum knowledge. Research finds that students' perspectives concerning environmental knowledge were expanded to include out of school knowledge such as living experiences and knowledge gained from their own investigation experiences. Because of valuing living experiences in class, students gradually start to connect their own living experiences to the curriculum knowledge and enter the automatic learning process. Overall, research finds that the curriculum developed from this research has positive impact on learning engagement, learning motivation, and attitudes. Research participants were 3rd grade students who were recruited from an elementary school in a rural area. A total of 27 students participated in this study. The curriculum unit includes three topics: campus and coastal strand plants, sick plants, and environmental pollution. Among all, campus and coastal strand plants unit which adopts outdoor observation as a strategy, has a significant effect on students' ability to connect living experiences to curriculum content. Additionally, this model was also found to be able to meet diverse needs of students with different backgrounds by valuing the living experiences of every learner.
期刊論文
1.Brody, M.(2005)。Learning in nature。Environmental Education Research，11(5)，603-621。  new window
2.Costa, V. B.(1995)。When Science is another world relationships between worlds of family, friends, school, and science。Science Education，79(3)，313-333。  new window
3.Stefanou, C. R.、Perencevich, K. C.、DiCintio, M.、Turner, J. C.(2004)。Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership。Educational Psychologist，39(2)，97-110。  new window
4.林妙徽、顏瓊芬、李暉(20080100)。原住民族科學教育之困境與未來展望。臺灣人文生態研究，10(1)，89-111。  延伸查詢new window
5.Klem, A. M.、Connell, J. P.(2004)。Relationships matter: Linking teacher support to student engagement and achievement。Journal of School Health，74(7)，262-273。  new window
6.李建邦、李彥欣(2015)。以路徑分析結合決策樹區別影響新移民子女與一般學生數學科學習意圖之關鍵因素。智慧科技與應用統計學報，13(1)，27-44。  延伸查詢new window
7.王鑫、朱慶昇(19950400)。戶外教育的範疇。教師天地，75，2-11。  延伸查詢new window
8.Baker, J. A.(1999)。Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school。Elementary School Journal，100(1)，57-70。  new window
9.曾鈺琪、鄭辰旋、謝顥音(20130200)。宜蘭縣國中小學教師之戶外教學認知研究。環境教育研究，9(2)，57-90。new window  延伸查詢new window
10.何宗岳(20090600)。國小教師之教師信念、領導行為、班級經營策略與班級經營效能之結構關係研究。臺中教育大學學報. 教育類，23(1)，99-127。new window  延伸查詢new window
11.Smith, Gregory A.(2002)。Place-based education: Learning to be where we are。Phi Delta Kappan，83(8)，584-594。  new window
12.Zyngier, D.(2007)。Listening to teachers-listening to students substantive conversations about resistance, empowerment and engagement。Teachers and Teaching: Theory and Practice，13(4)，327-347。  new window
13.Wilhelm, J.、Sherrod, S.、Walters, K.(2008)。Project-based learning environments: Challenging preservice teachers to act in the moment。The Journal of Educational Research，101(4)，220-233。  new window
14.Tripp, D.(2005)。Action research: A methodological introduction。Educação e Pesquisa，31(3)，443-466。  new window
15.Smyth, J.(2006)。"When students have power": Student engagement, student voice, and the possibilities for school reform around "dropping out" of school。International Journal of Leadership in Education，9(4)，285-298。  new window
16.Skovsmose, O.(2005)。Foreground and politics of learning obstacles。For the Learning of Mathematics，25(1)，4-10。  new window
17.Siegel, M.、Borasi, R.、Fonzi, J.(1998)。Supporting students' mathematical inquiries through reading。Journal for Research in Mathematics Education，29(4)，378-413。  new window
18.Reeve, J.(2006)。Teachers as facilitators: What autonomy-supported teachers and why their students benefit。Elementary School Journal，106(3)，225-236。  new window
19.Radford, A. N.(2008)。Duration and outcome of intergroup conflict influences intragroup affiliative behaviour。Proceedings of the Royal Society of London B: Biological Sciences，275(1653)，2787-2791。  new window
20.Nicol, C.、Crespo, S.(2005)。Exploring mathematics in imaginative places: Rethinking what counts as meaningful contexts for learning mathematics。School Science and Mathematics，105(5)，240-251。  new window
21.Lee, H.、Yen, C. F.(2012)。Indigenous elementary students' science instruction in Taiwan: Indigenous knowledge and western science。Research in Science Education，42(6)，1183-1199。  new window
22.Janosz, M.、Archambault, I.、Morizot, J.、Pagani, L. S.(2008)。School engagement trajectories and their differential predictive relations to dropout。Journal of Social Issues，64(1)，21-40。  new window
23.Harris, L. R.(2008)。A phenomenographic investigation of teacher conceptions of student engagement in learning。Australian Educational Researcher，35(1)，57-79。  new window
24.Higgins, P.、Kirk, G.(2006)。Sustainability education in Scotland: The impact of national and international initiatives on teacher education and outdoor education。Journal of Geography in Higher Education，30(2)，313-326。  new window
25.Furlong, M. J.、Christenson, S. L.(2008)。Engaging students at school and with learning: A relevant construct for all students。Psychology in the Schools，45(5)，365-368。  new window
26.Ernst, C. M.、Buddle, C. M.、Soluk, L.(2014)。The value of introducing natural history field research into undergraduate curricula: A case study。Bioscience Education，3(1)，1-12。  new window
27.Archambault, I.、Janosz, M.、Morizot, J.、Pagani, L.(2009)。Adolescent behavioral, affective, and cognitive engagement in school: Relationship to dropout。Journal of School Health，79(9)，408-415。  new window
28.宋滿足(20090700)。生態課程規畫與戶外教學之我見。東華大學花師教育學院特教通訊，41，35-42。  延伸查詢new window
29.張峻嘉、詹欽惠(20131200)。學童參與觀光工廠校外教學之認知、滿意度與學習成效。鄉村旅遊研究，7(2)，59-86。new window  延伸查詢new window
30.張景媛、羅廷瑛(20141100)。精進教學有秘方：綜合活動學習領域教案設計與評量的方法。教育研究月刊，247，37-49。new window  延伸查詢new window
31.張芬芬(20100400)。質性資料分析的五步驟：在抽象階梯上爬升。初等教育學刊，35，87-120。new window  延伸查詢new window
32.顏瓊芬、黃世傑(20030600)。學生在開放式科學探究過程中互動模式之研究。科學教育學刊，11(2)，141-169。new window  延伸查詢new window
33.Goos, M.(2004)。Learning mathematics in a classroom community of inquiry。Journal for Research in Mahtematics Education，35(4)，258-291。  new window
34.吳木崑(20090500)。杜威經驗哲學對課程與教學之啟示。臺北市立教育大學學報. 教育類，40(1)，35-54。new window  延伸查詢new window
35.Appleton, J. J.、Christenson, S. L.、Furlong, M. J.(2008)。Student engagement with school: Critical conceptual and methodological issues of the construct。Psychology in the Schools，45(5)，369-386。  new window
36.吳瓊洳、蔡明昌(20090900)。新移民子女文化認同與學校適應關係之研究--以雲林縣就讀國中階段之新移民子女為例。屏東教育大學學報．教育類，33，459-487。new window  延伸查詢new window
37.葉炳煙(20130400)。學習動機定義與相關理論之研究。屏東教大體育，16，285-293。new window  延伸查詢new window
38.謝甫佩、洪振方(20041200)。國小學生科學探究活動的課程設計及實施成果之個案研究。師大學報. 科學教育類，49(2)，61-86。  延伸查詢new window
39.Knapp, C. E.(2005)。The "I-Thou" relationship, place-based education, and Aldo Leopold。Journal of Experiential Education，27(3)，277-285。  new window
40.Priest, S.(1986)。Redefining outdoor education: A matter of many relationships。The Journal of Environmental Education，17(3)，13-15。  new window
會議論文
1.郭李宗文、熊同鑫、鄭育萍(2010)。小一原住民數學學習相關因素之教師觀點初探。2010年原住民學生數理科教／學理論與實務學術研討會，國立臺東大學 。臺東市。  延伸查詢new window
研究報告
1.張景媛、羅廷瑛(2009)。國小偏遠地區原住民學童數理科學活動設計與實驗教學之成效研究 (計畫編號：NSC96-2515-S-320-001-MY2)。臺北市：行政院國家科學委員會。  延伸查詢new window
學位論文
1.顏惠真(2008)。地方本位課程在國小環境教育之實踐(碩士論文)。國立彰化師範大學。  延伸查詢new window
2.楊士賢(1997)。國民小學級任教師班級經營信念與班級經營效能關係之研究(碩士論文)。台北市立師範學院。  延伸查詢new window
3.Hung, H. F.(2011)。A hermeneutic phenomenology study of schooling experiences of Lumbee Indian students with high incidence disabilities(博士論文)。The University of North Carolina at Greensboro，Greensboro, North Carolina。  new window
4.張雅惠(2011)。桃園縣國小學生學習風格和自然與生活科技學習領域學習適應關聯性之研究(碩士論文)。中原大學，桃園縣。  延伸查詢new window
5.楊世安(2004)。家庭因素對國小學童環境行為影響模式之研究(碩士論文)。國立嘉義大學，嘉義縣。  延伸查詢new window
6.陳木金(1997)。國民小學教師領導技巧、班級經營策略與教學效能關係之研究(博士論文)。國立政治大學。new window  延伸查詢new window
7.陳志勇(2002)。屏東縣國小教師領導風格與班級經營效能關係之研究(碩士論文)。國立屏東師範學院，屏東。  延伸查詢new window
圖書
1.Sobel, D.(2004)。Place-based education: Connecting classrooms & communities。Orion Society。  new window
2.Polman, J. L.(2000)。Designing project-based science: Connecting learners through guided inquiry。New York：Teachers College Press。  new window
3.Dewey, J.(1997)。Experience and education。New York：Free Press。  new window
4.Freire, Paulo(1998)。Pedagogy of freedom: Ethics, democracy, and civic courage。Rowman & Littlefield。  new window
5.McLaren, P.(1994)。Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education。Longman。  new window
6.Resnick, L. B.、Ford, W. W.(1981)。The Psychology of mathematics for instruction。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
7.教育部(2014)。中華民國戶外教育宣言。臺北市：教育部。  延伸查詢new window
8.United Nations(2014)。Open Working Group proposal for sustainable development goals。New York, NY：United Nations Open Working Group。  new window
9.Sharp, R.(1985)。Yukon rural education: An assessment of performance。Whitehorse：Yukon Department of Education。  new window
10.Gruenewald, D. A.、Smith, G. A.(2014)。Place-based education in the global age: Local diversity。New York, NY：Psychology Press。  new window
11.Deci, E. L.、Ryan, R. M.(1985)。Intrinsic motivation and self-determination in human behavior。New York, NY：Springer Science + Business Media。  new window
12.教育部(2015)。103學年偏遠地區國民中小學概況。臺北市：教育部總計處。  延伸查詢new window
13.Fairclough, Norman(2003)。Analysing discourse: Textual analysis for social research。Routledge。  new window
14.Cresswell, Tim、徐苔玲、玉志弘(2008)。地方：記憶、想像與認同。群學。  延伸查詢new window
15.Lave, Jean、Wenger, Etienne(1991)。Situated learning: Legitimate Peripheral Participation。Cambridge University Press。  new window
16.Babbie, Earl Robert(1998)。The Practice of Social Research。International Thomson Publishing：Wadsworth。  new window
其他
1.陳泰然(2015)。12年國教自然科學領域課綱：科教老師自我實現的契機，臺北市：國立臺灣大學。，http://front.as.ntu.edu.tw/science/20150530_NTFSHS.pptx。  延伸查詢new window
圖書論文
1.Tuan, Yi-Fu(1977)。Intimate Experiences of Place。Space and Place: the Perspective of Experience。University of Minnesota Press。  new window
2.Smith, G. A.(2007)。The frank-starling law of the heart; the coupling of stretch to substrate change, a review。New concepts in the control of muscle contraction: A collection of research papers。New Cambridge：Rowans Scientific。  new window
3.Meaney, T.、Lange, T.(2013)。Learners in transition between contexts。Third international handbook of mathematics education。Springer。  new window
4.Knapp, C. E.(2008)。Place-based curricular and pedagogical models: My adventures in teaching through community contexts。Place-based curricular and pedagogical models。New York, NY：Lawrence Erlbaum。  new window
5.de Abreu, G.、Bishop, A. J.、Presmeg, N. C.(2002)。Mathematics learners in transition。Transitions between contexts of mathematical practices。Dordrecht：Kluwer Academic。  new window
 
 
 
 
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