大學餐旅教育實施綠色餐飲課程之教學成效

Effectiveness of Implementing Green Food and Beverage Curriculum in Higher Hospitality Education

10.6384/CIQ.201607_19(3).0007

王瑤芬(Yao-Fen Wang)；陳素萍(Su-Ping Chen)；李宜靜(Yi-Ching Lee)

綠色素養 ； 環境教育 ； 節能減碳 ； 教學成效 ； 餐旅教育 ； green literacy ； environmental education ； energy conservation and carbon reduction ； teaching effectiveness ； hospitality education

課程與教學

19卷3期（2016 / 07 / 01）

165 - 204

繁體中文

地球暖化問題日趨嚴重，各領域實施環境教育已成為教育的重大議題，為了環境的永續發展，餐旅教育實施綠色餐飲課程之教學有其必要性。本研究以Wang（2015a）發展的綠色餐飲課程進行教學，並評估教學成效。採準實驗設計進行教學介入，以選修綠色餐飲課程的99位大學餐飲系學生為實驗對象，對照組為77位背景相似且未修過該課程的學生。兩組學生於學期第一週、最後一週，以及次學期第二週，實施前測、後測與延後測，以ANCOVA與MANCOVA檢定課程教學的立即效果、延續效果。研究結果證實綠色餐飲課程的有效性，課程的實施對學生在綠色餐飲知識、餐飲環境問題覺知、公共綠色餐飲行為及個人綠色餐飲行為等能力上有立即及延續的教學效果，但在態度層面的教學成效較不顯著。

Global warming is an environmental issue that has brought concerns to education to implement environmental curriculum, such as a green food and beverage (GFB) curriculum in hospitality colleges. The purpose of this study was to evaluate the teaching effectiveness of implementing the GFB curriculum developed by Wang (2015a). The quasi-experimental research design was employed in this study. The 99 participants were college students of the foodservice department, who enrolled in the GFB course as experimental subjects, while the other 77, not enrolled, served as the control group. The two groups took the same pre-tests during the first week and the same post-test in the last week of the first semester, followed with a follow-up test later in the second week of the second semester. Then ANCOVA and MANCOVA were used to examine whether there were differences among the two in terms of green food and beverage literacy. The results did verify the teaching effectiveness of implementing the curriculum. After implementing the GFB course, there were immediate and continuing effects in the knowledge of GFBs, awareness of dining environments and related problems, individual consumer behavior pertaining to GFBs, and civic behavior pertaining to GFBs. However, the teaching effectiveness was not significant in students' attitude and value towards GFB.

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