金門島綠色消費營隊式課程設計研究：以高中階段為例

Abstract

本研究以金門島作為實施場域，針對金門地區高中階段之學生，以行動研究的方式進行營隊式課程的設計，發展適合金門島之綠色消費營隊式課程，並從中檢視金門地區高中階段學生在課程進行後的學習成效。 得金門地區師長之支持與協助，本研究共召集21位金門高職學生參與「一起低碳的旅程~in Kinmen!」綠色消費營隊式課程，此綠色消費營隊式課程，按照Bloom之認知層級進行分類，將三天的營隊課程分為「知識理解」、「體驗學習」及「綜合應用」三階段。並以多種質性資料分析為主要之成效評量，評析參與者在綠色消費營隊課程中的參與情形，輔以量化的參與感受量表，確認參與者對於本研究課程的認同度；並在營隊結束六週後，檢視參與者在課程後，於生活中關懷與實踐綠色消費知能的情形，以評估本課程效益。 研究者將資料進行分析後，得本研究之下列結論：「營隊課程模式利於參與者學習」、「參與者於課程後有助於綠色消費行為類型的增加」、「參與者對體驗學習的興趣最高」，但也從延宕測驗分析結果發現「需在營隊課程後持續影響參與者，否則綠色消費行為難以維持」。研究者針對研究結論，分別提出對研究方法及課程的建議。The target subjects of this study were senior high school teenagers on Kinmen Island. The study used an action-research model to investigate green consumption behavior, develop a camp’s curriculum suitable for senior high school students in Kinmen. After the curriculum, we also saw senior high school students in Kinmen’s learning outcomes. By the support of Kinmen teachers, this study were summoned 21 students to participate “The Low-Carbon Journey that we get together in Kinmen”, the green consumption camp’s curriculum. According to Bloom's cognitive level classification, this three-day camp’s curriculum were divided into "knowledge and understanding", "experiential learning" and "integrated applications" three stages. To effectively assess the achievements of this study, qualitative data analysis was used to evaluate the students’ participation and appropriateness of the course. Finally, using a participation and perception scale, the achievement of the participants was converted into quantitative data to validate the outcomes of the camp’s curriculum. Based on analyses of the data obtained from this study, our results indicated: Students’ responses to the camp’s curriculum: high participation rates; increased actions involving various activities related to green consumption; increased awareness of green consumption issues. Finally, the results of this study were then used as a reference to provide recommendations for future studies and to improve the design of the course.