Pro-Environmental Behaviors in Secondary Schools: A Comparison Study of Environmental Education between Singapore and Taiwan

新加坡與臺灣國中環境教育與親環境行為之比較

10.6234/JGR.202011_(72).0003

Jeremy He；吳秉昇(Bing Sheng Wu)

environmental education ； geography, outdoor education ； pedagogical content knowledge ； environmental factors ； 環境教育 ； 地理戶外教學 ； 學科教學知識 ； 環境因子

地理研究

72期（2020 / 11 / 01）

55 - 77

英文

Environmental education iskey in teaching and encouraging pro-environmental behaviors for a sustainable society. However, there havebeen debates pertaining to the extent to which knowledge acquisition of environmental issues leads to more positive behaviors and attitudes, and how curricula differ globally in terms of the variety of environmental, sociopolitical and educational systems. This study adopts Sauvés paradigmatic conceptions to examine and compare pro-environmental behaviors among secondary schools in Singapore and Taiwan. The examinations reflect that a variety of internal and external factors plays a key role in the effectiveness of pro-environmental behaviors between the two countries. The results also reveal how students develop knowledge of environmental education and pro-environmental behaviors effectively.

環境教育是建構永續社群以及親環境行為（pro-environmental behaviors）的重要推力，然而近年來因環境議題的多元性，以及全球尺度下，不同地區出現不同面向的環保問題，致使環境教育在核心知識的介紹、教學課綱的設計，以及行動準則的規畫，因不同國家或區域文化特色，而出現不同的學習架構。本研究以Sauvé於1996年提出的典範構想為架構，分析新加坡與臺灣在國中的環境教育如何幫助學生建構親環境行為，同時檢驗不同國籍文化之下的環境教育對於親環境行為的建構是否有所差異。研究結果顯示，Sauvé的典範構想在探討國中環境教育下的親環境行為建構方面，提供有效的評量機制；此外，受到不同的自然環境與社會文化等外部因子影響，新加坡與臺灣的環境教育所重視的主要概念各不相同，也因此形塑兩國學生不同的親環境行為。

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