本研究目的在探討社會性科學議題（Socioscientific Issue, SSI）教學介入對於提升大學生環境素養的效益，並了解大學生環境議題抉擇的相關因素。研究者採單一組別前後測設計進行本研究，以便利取樣選取南部某綜合型大學選修通識教育課程39名大學生為研究對象，參與十七週環境議題導向SSI教學介入探討其環境素養的變化狀況。本研究包含三項研究工具:第一項為50題環境素養問卷，乃選取自「國際學生能力評量計畫（Programme for International Student Assessment, PISA）」有關環境議題的題目。第二項為個人環境議題學習單，第三項為小組期末環境議題報導，藉以了解大學生環境素養及環境議題抉擇的相關因素。本研究以驗證性因素分析、描述性統計、成對樣本 t 檢定、卡方檢定及主題內容分析進行資料分析發現:大學生經過十七週的環境議題導向SSI教學介入後，在環境素養總分及環境議題覺知、永續發展責任、環境議題自我效能及環境相關行動等四個分向度皆顯著提升。環境素養問卷的量化分析及學習單的環境議題評論，皆顯示學習參與度佳的學生環境素養進步愈大。而期末環境議題報導分析亦發現學習參與度佳的組別，在期末報導環境議題呈現的環境素養愈正向。除此之外，本研究發現只作部份層面思考的大學生，在環境議題抉擇時會傾向「支持經濟發展」；反之，能進行全盤層面思考的大學生在環境議題抉擇時會傾向「支持環境保護」。本研究之實徵研究結果可做為各大學通識教育及環境教育課程與教學的參考，並能提供相關單位在擬訂環境教育政策與執行活動的依據。

The purpose of this study was to determine the effects of an Environment-driven Socioscientific Issues (EDSSI) intervention on college students’ environmental literacy and choice. Thirty-nine college students with different majors from a comprehensive university in Southern Taiwan were conveniently selected to participate in a 17-week EDSSI intervention which focused on reviewing selected TV programs, reading articles, self-reflection, and group discussions on the socioscientific issues (SSI) that were related to environmental content. All participants completed a 50-item Environmental Questionnaire (EQ) that was derived from Programme for International Student Assessment (PISA) Attitudes towards Environment to assess students’ environmental literacy. In addition, students’ weekly learning sheets and the final reports regarding to environmental content were collected to triangulate with the quantitative results of the study. Confirmatory factor analyses (CFA), descriptive data analyses, t-tests, chi-square, and theme content analyses were conducted to analyze participants’ environmental literacy and choice. The findings revealed that college students’ environmental literacy can be cultivated through EDSSIs intervention. Students’ total posttest scores on environmental literacy, and on the dimensions of awareness of environmental issues, responsibility for sustainable development, self-efficacy for environmental issues, and commitment in environment-related activities were significantly higher than the pretest scores. In addition, the students with high learning engagement significantly improved on their environmental literacy and choices than those low learning engagement students’ improvement after the intervention. Besides, students with deep thinking tended to choose “supporting environmental conservation” while those students with surface thinking tended to choose “supporting economic development”. The results allowed us to shed an additional light on the effects of EDSSI intervention on college students’ environmental literacy and choice, and also contributed empirical evidences for the related agencies for enacting environmental policies and actions.

論文審定書………………………………………………………………i
誌謝……………………………………………………………..……..…ii
中文摘要………………………………………………………………...iv
英文摘要………………………………………………………………....v
第一章 緒論……………………………………………………………1
第一節 研究背景……………………………………………..1
第二節 研究問題……………………………………………..4
第三節 研究限制……………………………………………..5
第四節 名詞釋義……………………………………………..7
第二章 文獻探討………………………………………………………9
第一節 環境素養定義、構面與相關研究發現……………..9
第二節 環境議題抉擇內涵與相關研究發現………………15
第三節 社會性科學議題內涵與相關研究發現……………20
第四節 學習參與度內涵與相關研究發現…………………28
第三章 研究方法……………………………………………………..31
第一節 研究樣本……………………………………………31
第二節 環境議題導向的SSIs教學過程及舉隅…………..35
第三節 研究工具……………………………………………38
第四節 資料處理與分析……………………………………62
第四章 研究結果與討論…………………..………………………..64
第一節 背景資料分析結果…………………………………64
第二節 社會性科學議題教學介入成效……………………70
第三節 考慮層面、環境素養與環境議題抉擇的關係……80
第四節 環境議題報導呈現與學習參與度之關係…………87
第五章 結論與建議………………………..………………………116
第一節 結論………………………………………………..116
第二節 建議………………………………………………..118
參考文獻………………………………………………………………120

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