以知識-態度-行為模型探究資賦優異學生與一般生的環境素養養成及差異

Abstract

本研究係以知識-態度-行為模型作為理論基礎來探討資賦優異學生與一般學生在環境素養方面的養成及其差異。隨著全球環境問題的日益嚴重，環境素養的培養已成為教育界的重要課題，資賦優異學生被認為是未來社會的重要資源，因此了解他們的環境素養發展對於整體環境教育課程具有重要意義。本研究是以高中學生為研究對象，並依據其在學校就讀的班級劃分為資賦優異學生與一般生兩個群體進行比較分析，並以「知識」的吸收、「態度」的養成和「行為」的落實來探討學生的環境素養變化與差異。研究方法採用準實驗設計法，透過問卷調查與訪談收集數據，並使用SPSS 23.0進行統計分析，包括描述性統計、內部一致性信度分析、獨立樣本T檢定及皮爾森積差相關分析等。研究結果顯示，資賦優異學生在環境知識、環境態度及環境行為上均優於一般生，特別是在環境知識的理解與應用方面展現出更好的表現。然而在環境行為的實踐上兩者之間的差異並不顯著，顯示出「意圖-行為落差」的現象。根據調查，學生普遍對於環境問題表現出較高的關注度，但在實際行為上仍受到各種外在因素的影響，如學業壓力及社會支持度等。為此本研究建議，未來的環境教育課程應強調知識的實踐應用，並提供學生更多的實踐機會，以促進學生將環境知識轉化為具體行動。此外，教師、政府、教育主管機關等政策制定者應重視環境教育的多元性與靈活性，除了鼓勵學生在日常生活中積極參與環保行為，亦應調整現有的環境教育課程架構設計，進而實現提升整體社會環境素養的目標。This study uses the Knowledge-Attitude-Practice (KAP) model as a theoretical foundation to explore the development and differences in environmental literacy between gifted students and regular students. As global environmental issues become increasingly serious, the cultivation of environmental literacy has become an important topic in the field of education. Gifted students are considered valuable resources for future society; therefore, understanding their development of environmental literacy is significant for overall environmental education curricula.The research targets high school students, categorizing them into two groups—gifted and general—based on their class placement. The study examines their environmental literacy throughthree dimensions: the acquisition of knowledge, the formation of attitudes, and the implementation of behaviors. Employing a quasi-experimental design, data were collected through questionnaires and interviews. Statistical analysis was conducted using SPSS 23.0, including descriptive statistics, internal consistency reliability analysis, independent sample t-tests, and Pearson product-moment correlation analysis.Results indicate that gifted students outperform their general peers in environmental knowledge, attitudes, and behaviors, especially in understanding and applying environmental knowledge. However, no significant difference was found in behavioral practices, revealing an"intention-behavior gap." While students generally show a high level of concern for environmental issues, their actual behaviors are influenced by external factors such as academic pressure and social support. Therefore, the study recommends that future environmental education should emphasize the practical application of knowledge and provide students with more hands-on opportunities to translate knowledge into action. Policymakers, including teachers, governments, and education authorities, should recognize the importance of diversity and flexibility in environmental education. In addition to encouraging active participation in environmental behaviors in daily life, revisions to current curriculum structures are needed to enhance overall environmental literacy in society.