角色平衡對海洋體驗活動與海洋管家精神之影響

Impact of Role Balance on Ocean Stewardship Through Marine Experience Activities

10.5297/ser.202203_24(1).0001

嚴佳代(Chia-Dai Yen)；蕭嘉惠(Chia-Huei Hsiao)；曹校章(Hsiao-Chang Tsao)

自我完成理論 ； 海洋教育 ； 體驗學習 ； 內在認同 ； 象徵性認同 ； self-completion theory ； marine education ； experiential learning ； internal identity ； symbolic identity

大專體育學刊

24卷1期（2022 / 03 / 31）

1 - 18

繁體中文;英文

本研究以自我完成理論為基礎，目的在探討海洋教育議題融入體驗學習時，環境資訊暴露與環境破壞回顧對海洋管家精神之影響。本研究採用準實驗設計法，操弄變數為環境資訊暴露以及環境破壞回顧，蒐集有效樣本276份，其中參與環境資訊暴露介入者為132人；參與環境破壞回顧介入者為137人。研究結果顯示：1.環境資訊暴露可提升內在認同；2.環境破壞回顧則降低象徵性認同；3.角色平衡提升海洋管家精神；4.體驗學習影響角色平衡及海洋管家精神。本研究結論：1.證實暴露與促發效應在短期海洋運動之應用；2.環境資訊暴露與反思影響保護海洋精神，海洋體驗活動則強化學習動機；3.體驗學習會促發角色平衡之效應，同時提升海洋管家精神。

Drawing on self-completion theory, the purpose of this quasi-experimental research is to explore the impact of environmental information exposure and environmental damage review on marine stewardship through experiential learning of marine education issues. A total of 276 valid samples were collected, including 132 from participants in environmental information exposure intervention and 137 from those who engaged in environmental damage review. Research results showed that: 1. Environmental information exposure could enhance internal identity; 2. Environmental damage review reduced symbolic identity; 3. Role balance improved ocean stewardship; 4. Experiential learning affects role balance and ocean stewardship. Our findings confirm the efficacy and stimulative effects of short-term exposure to marine sports. Environmental information exposure and reflection stimulate the embrace of ocean stewardship, and marine experience strengthens learning motivation. Finally, experiential learning from marine activities promotes the effect of role balance and enhances ocean stewardship.

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