COVID-19疫情下ESD課程實施之研究：以友善蜂類環境線上課程為例

A Study on the Implementation of ESD Course Under the COVID-19 Epidemic: A Case Study of "Online Course of Bee-Friendly Environment"

10.6173/CJSE.202309_31(3).0001

徐慶宏(Ching-Hung Hsu)；王子華(Tzu-Hua Wang)

永續發展教育 ； 蜂 ； 新世代環境教育發展 ； 新冠肺炎 ； 學習互動 ； ESD ； Bee ； NEED ； COVID-19 ； Learning Interaction

科學教育學刊

31卷3期（2023 / 09 / 01）

221 - 245

繁體中文;英文

由於學校課程中的環境教育長期缺乏社會及經濟面向的考量，本研究在教育部所推動之NEED理念下，以蜂作為ESD課程主題，基於SDGs中Target 2.4、4.7、12.8與15.9之理念發展課程，同時擬定3項實施策略以改善COVID-19疫情下實施線上課程缺乏學習互動的困境。研究對象為修習環境教育的18位大學生，實施過程以自編的3項研究工具透過Google Forms進行資料蒐集。結果發現，透過Google Meet實施線上課程，輔以促進學習互動的實施策略，使參與者間接地體驗與觀察自然，進而改變蜂類的先備知識與刻板印象，並深入關注全球性的蜂議題及其與農業的關聯性；在ESD課程的學習互動方面，生態影像教材能提升「學習者與教材內容之互動」，線上合作任務的規劃亦提升「學習者與同儕之互動」，同時達成UNESCO所提出之ESD關鍵素養。

Due to the lack of social and economic considerations in environmental education in school curriculum for a long time, the study took the bee as the theme of ESD course with the ideal of "NEED" advocated by the Ministry of Education, and transformed the SDGs targets such as 2.4, 4.7, 12.8 and 15.9 into it. At the same time, three practical strategies were formulated to improve the dilemma of lack of learning interaction in implementing environmental education courses during the COVID-19 epidemic. The research subjects were 18 students who study environmental education in a public university. There were 3 tools designed to collect data during implementing process through Google Forms. The results indicate that implementing bee course through "Google Meet" with the practical strategies for improving learning interactions could encourage participants to experience and observe nature indirectly, and to change their prior knowledge and stereotypes of bees. Besides, that also made participants concern the global bee issue and the relationships of bees and agriculture. In terms of the ESD learning interaction, the "Learner-Content Interaction" could be improved by the self-developed ecological materials of pictures, and the online cooperation tasks helped to improve the "Learner-Learner Interaction." In addition, the key competencies of ESD advocated by UNESCO were achieved simultaneously.

1. 吳鈴筑, L.-C.,張子超, T.-C.(2018)。分析臺灣公務人員環境教育之學習時數、內容類型與方法：以100年至105年申報資料為基礎。環境教育研究，14(1)，1-37。
   連結：
2. 羅方吟, F.-y. R.,陳政煥, C.-H.(2021)。COVID-19疫情下同步與非同步資訊科技輔助的大學遠距英語文教學。當代教育研究季刊，29(1)，69-114。
   連結：
3. Assaf, N.,Gan, D.(2021).Environmental education using distance learning during the COVID-19 lockdown in Israel.Perspectives in Education,39(1),257-276.
4. Baillie, C.(Ed.),Moore, I.(Ed.)(2004).Effective learning and teaching in engineering.Taylor & Francis.
5. Biasutti, M.,Frate, S.(2017).A validity and reliability study of the attitudes toward sustainable development scale.Environmental Education Research,23(2),214-230.
6. Bogdan, R. C.,Biklen, S. K.(1998).Qualitative research for education: An introduction to theory and methods.Allyn & Bacon.
7. Borg, C.,Gericke, N.,Höglund, H.-O.,Bergman, E.(2012).The barriers encountered by teachers implementing education for sustainable development: Discipline bound differences and teaching traditions.Research in Science & Technological Education,30(2),185-207.
8. Cheng, S.-C.,Hwang, G.-J.,Lai, C.-L.(2020).Effects of the group leadership promotion approach on students’ higher order thinking awareness and online interactive behavioral patterns in a blended learning environment.Interactive Learning Environments,28(2),246-263.
9. Dainat, B.,van Engelsdorp, D.,Neumann, P.(2012).Colony collapse disorder in Europe.Environmental Microbiology Reports,4(1),123-125.
10. Eilam, E.,Trop, T.(2010).ESD Pedagogy: A guide for the perplexed.The Journal of Environmental Education,42(1),43-64.
11. Hebebci, M. T.,Bertiz, Y.,Alan, S.(2020).Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) pandemic.International Journal of Technology in Education and Science,4(4),267-282.
12. Hillman, D. C. A.,Willis, D. J.,Gunawardena, C. N.(1994).Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners.American Journal of Distance Education,8(2),30-42.
13. Korkmaz, G.,Toraman, Ç.(2020).Are we ready for the post-COVID-19 educational practice? An investigation into what educators think as to online learning.International Journal of Technology in Education and Science,4(4),293-309.
14. Le, D.-L.,Giang, T.-V.,Ho, D.-K.(2021).The impact of the COVID-19 pandemic on online learning in higher education: A vietnamese case.European Journal of Educational Research,10(4),1683-1695.
15. Li, Y.,Krasny, M.,Russ, A.(2016).Interactive learning in an urban environmental education online course.Environmental Education Research,22(1),111-128.
16. Moore, M. G.(1989).Editorial: Three types of interaction.American Journal of Distance Education,3(2),1-7.
17. Munkebye, E.,Scheie, E.,Gabrielsen, A.,Jordet, A.,Misund, S.,Nergård, T.,Øyehaug, A. B.(2020).Interdisciplinary primary school curriculum units for sustainable development.Environmental Education Research,26(6),795-811.
18. Nordén, B.(2018).Transdisciplinary teaching for sustainable development in a whole school project.Environmental Education Research,24(5),663-677.
19. Olsson, D.,Gericke, N.,Boeve-de Pauw, J.,Berglund, T.,Chang, T.(2019).Green schools in Taiwan—Effects on student sustainability consciousness.Global Environmental Change,54,184-194.
20. Olsson, D.,Gericke, N.,Chang Rundgren, S.-N.(2016).The effect of implementation of education for sustainable development in Swedish compulsory schools—Assessing pupils’ sustainability consciousness.Environmental Education Research,22(2),176-202.
21. Potts, S. G.,Biesmeijer, J. C.,Kremen, C.,Neumann, P.,Schweiger, O.,Kunin, W. E.(2010).Global pollinator declines: Trends, impacts and drivers.Trends in Ecology & Evolution,25(6),345-353.
22. Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
23. United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. https://reurl.cc/WGlD1e
24. United Nations Educational, Scientific and Cultural Organization. (2006). Framework for the UNDESD International implementation scheme. https://reurl.cc/eDlraM
25. United Nations Educational, Scientific and Cultural Organization. (1978). Intergovernmental conference on environmental education. https://reurl.cc/eDlYDM
26. United Nations Educational, Scientific and Cultural Organization. (2015). Transforming our world: The 2030 agenda for sustainable development. https://reurl.cc/N0VqNx
27. United Nations Educational, Scientific and Cultural Organization. (2017). Education for sustainable development goals: Learning objectives. https://reurl.cc/mD584G
28. United Nations Sustainable Development. (1992, June). Agenda 21. United Nations Conference on Environment & Development, Rio de Janerio, Brazil. https://reurl.cc/p60Gxb
29. World Commission on Environment and Development(1987).Our common future.Oxford University Press.
30. 王重雄, C.-H.,羅竹芳, C.-F.,乃育昕, Y.-S.,王智源, C.-Y.,陳韻如, Y.-R.,黃偉峰, W.-F.,簡慈盈, T.-Y.,吳治宇, C.-Y.(2009)。蜂群衰竭失調症。臺灣昆蟲，29(3)，119-138。
31. 張子超, T.-C.(2019)。環境教育議題融入的課程發展：以永續發展為例。臺灣教育，717，55-64。
32. 張芬芬, F.-F.(2021).質性研究法進階探索：換一副透鏡看世界.五南=Wu-Nan.
33. 教育部(2021)。教育部推動環境教育30年—航向新世代環境教育發展(NEED)。教育部環教快報，1，1-3。https://reurl.cc/GAR1WW[Ministry of Education. (2021). Jiaoyubu tuidong huanjing jiaoyu 30 nian—Hangxiang xinshidai huanjing jiaoyu fazhan (NEED). Jiaoyubu Huanjiao Kuaibao, 1, 1-3. https://reurl.cc/GAR-1WW]
34. 許毅璿、高志璋(2021)。在COVID-19陰霾下找尋未來曙光—教育部擘劃「新世代環境教育發展(NEED)」與國際共鳴。教育部環教快報，2，5-9。https://reurl.cc/zYj0Rp[Hsu, Y.-H., & Gao, C.-C. (2021). Zai COVID-19 yinmai xia zhaoxun weilai shuguang—The Ministry of Education bohua “xinshidai huanjing jiaoyu fazhan (NEED)” yu guoji gongming. Jiaoyubu Huanjiao Kuaibao, 2, 5-9. https://reurl.cc/zYj0Rp]
35. 陳政佑, C.-Y.,吳郁涵, Y.-H.,陳泓伯, H.-P.(2021)。獨居蜂公寓設置於清華大學成效初探。臺灣研蟲誌，6(1)，1-5。