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題名：跨領域永續課程提升大學生整體性思考及衝突問題解決能力：以海洋永續教育為例
書刊名：科學教育學刊
作者：林季怡／李育諭
作者(外文)：Lin, Chi-i／Li, Yuh-yuh
出版日期：2018
卷期：26:1
頁次：頁1-27
主題關鍵詞：永續教育；永續概念圖；海洋文學；跨領域課程；Education for sustainability；Concept-mapping for sustainability；Marine literature；Interdisciplinary learning
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 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:2
  • 共同引用共同引用:94
  • 點閱點閱:18
本文主旨在思考如何培養大學生永續核心能力，研究目的在檢視跨領域課程設計對學生永續核心能力學習成效之影響，特別著重在整體性思考及衝突問題解決兩項核心能力指標。研究以海洋永續教育為例，參照跨領域永續教育模式(Sustainability Transdisciplinary Education Model, STEM)，以文學藝術做為知識統整平臺，設計跨領域海洋永續教育課程，統整社會及科學領域知識。研究工具採用概念圖測量學生整體性思考及衝突問題解決能力，研究對象為參與課程之54位大學生，參與研究學生須先受過訓練熟習概念圖之操作，學期初及學期末各進行一次概念圖測量。學生所繪概念圖採內容分析法進行編碼，參照預先擬定之編碼表進行，由兩位研究人員分別進行編碼，編碼結果進行信效度分析。研究發現：一、跨領域永續教育課程有助學生整體性思考能力提升；二、跨領域永續教育課程有助學生衝突問題解決能力提升。研究發現將可提供未來跨領域環境及永續教育課程設計參考。
This paper investigated the cultivation of the key competencies concerning sustainability among undergraduate students. It assessed the impact of interdisciplinary learning for sustainability education, focusing its investigation on the two key sustainability competencies of holistic thinking and conflict resolution. This study examined an ocean sustainability course design based on the sustainability transdisciplinary education model (the sustainability STEM model) that utilizes literary and art works as a platform for promoting a network of socio- and scientific fields of knowledge. Fifty-four students participated in the study and their learning outcomes were assessed by concept mapping. Prior to the pre-test survey, a training session on concept mapping skills was organized and the data were collected at both the beginning and end of the course. The contents of the collected concept maps were then coded, utilizing a structured rubric to analyze the students' key sustainability competencies. The inter-rater reliability between two coders and validity of the coding result were examined. The findings indicated that, by the end of the course: 1. the students' holistic thinking improved significantly; and 2. the students' conflict resolution improved significantly. The results presented in this paper also offered pedagogical implications for adopting the sustainability STEM model to develop multidisciplinary environmental and sustainability curriculum.
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