Research Paper

A Study on the Environmental Worldviews and New Ecological Paradigm of Primary School Students

國小學生環境世界觀與新生態典範之探究

Wen-Ling Lin 林玟伶, Chuan-Shin Jeng 鄭權鑫, Hung-Jen Su 蘇宏仁

Published on: March 2022

DOI: 10.6555/JEER.17.2.001

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2021 vol.17 no.2 pp.1-46

Abstract

The purpose of this study is to explore the environmental worldviews and the new ecological paradigm of primary school students. Comparing the differences in nine background variables, this study explores the correlation between students’ environmental worldviews and new ecological paradigm. The research methods are mainly based on quantitative investigation and supplemented with qualitative drawing and interviews. Environmental worldviews mapping, 2-MEV Scale, and semi-structured interview outlines were used as research tools. Taking the primary school students of Hsinchu County and Hsinchu City as the research object, this study has collected 1,050 valid questionnaires, accounting for 97.86% of the total. Data analysis is carried out by descriptive statistics, chi-square analysis, and contingency correlation. The findings are as follows: First, regarding the environmental worldviews of primary school students, over 70% of the students think that the environment is in a positive state, and 15% think that the state is negative. Besides, some students have the concepts of environmental diversity, which has never been observed before. Second, from the students’ drawing of environmental worldviews, significant differences are shown in different grades, residences, and school locations. However, no significant differences can be found in different genders, ethnicities, after-school activity modes, experiences of contact with nature, the frequency of contact with nature, and concerns about environmental events. Third, for the environmental value systems measured by 2-MEV scale, the students show more agreement on “preservation” while more disagreement on “utilization”. More than 70% of the students belong to the absolute new ecological paradigm, followed by the relatively new ecological paradigm. The relative mainstream social paradigm is in third place, and the last is the absolute mainstream social paradigm. Fourth, for the performance measured by 2-MEV scale, significant differences are shown in the students with different grades, ethnicities, residences, after-class activities modes, experiences of contact with nature, or concerns about environmental events. However, no significant differences are related to the students’ genders or school locations. Fifth, in terms of the relationship between environmental worldviews and environmental values, there is a low positive correlation between students’ environmental worldviews drawing modes and environmental values. Finally, aiming at the environmental values of primary school students, the researcher would like to provide suggestions for practical application and research in the future.

中文摘要

本研究旨在探討國小學生環境世界觀與新生態典範表現,並針對九個不同背景變項加以比較其差異,探究學生環境世界觀與新生態典範表現之相關性。研究方法以量化調查研究為主,質性繪圖及訪談為輔進行探究。研究工具採環境世界觀繪圖、二因子環境價值觀量表以及半結構式訪談大綱,以新竹縣市國小學生低、中、高年級學生為研究對象,有效問卷為1050份,佔97.86%。資料分析以描述性統計、卡方分析、列聯相關等統計方法進行。研究結果發現(一)國小學生的環境世界觀,有七成以上的學生認為環境為正向良好之狀態,一成五學生認為環境為負向糟糕的狀態。此外,也有些學生的環境世界觀存在多元性的概念,此為過去研究中所未見的。(二)不同年級、不同居住地、學校地理位置的學生在環境世界觀繪圖之表現有顯著差異;但在不同性別、族籍、課後活動模式、接觸自然經驗、接觸大自然頻率以及是否關心環境事件等背景變項上則沒有顯著差異。(三)國小學生的環境價值觀,在二因子價值觀量表上對於「保存」認同度較一致,「利用」之價值觀較分歧。超過七成的學生屬於「絕對新生態典範」,「相對新生態典範」次之,「相對主流社會典範」為第三,屬於「絕對主流社會典範」的比例最少。(四)不同年級、族籍、居住地、課後活動模式、接觸自然經驗、接觸自然頻率以及是否關心環境事件等背景變項之學生在二因子環境價值觀量表的表現有顯著差異,在不同性別、學校地理位置此二變項上則沒有顯著差異。(五)環境世界觀和環境價值觀的兩者關連性,國小學生所具有的環境世界觀繪圖模式和所持環境價值觀有低度正相關。最後,研究者依據研究所得之結果,針對國小學生環境價值觀教育,以及未來研究提出建議,以供未來實務應用與研究之參考。

Keyword: 2-MEV scale, projective drawings, new ecological paradigm, environmental worldviews, 二因子環境價值觀量表, 投射性繪圖, 新生態典範, 環境世界觀

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