The+Activity+Preferences+and+Forest+Cognition+for+3-6+Grade+Elementary+School+Students+Attending+the+Huisun+Forest+Exploring+Activities

Abstract

本研究之目的在探討參加惠蓀森林探索營之國小中、高年級學童，對於活動偏好與森林認知，及不同的學童背景，是否亦影響其對活動偏好及森林認知程度，進而瞭解其對探索營服務的滿意度，以提供做為環境教育之參考。本研究採用問卷調查法，共發放340份，有效問卷318份，從有效問卷分析得知，不同背景屬性學童對活動偏好部分有影響；不同背景屬性學童對森林認知部分有影響；不同背景屬性學童對滿意度部分有影響；活動偏好對滿意度有影響，且活動偏好程度越高則滿意度亦越高；森林認知對滿意度部分有影響，且森林認知程度越高則滿意度亦越高；活動偏好對萃取之森林認知有顯著影響，且活動偏好程度越高對萃取之森林認知瞭解程度亦越高。從此研究結果建議於舉辦探索營活動時，起床號及森林早自習屬學童較不喜歡的活動項目，建議可以改變活動內容，另針對森林認知中的森林步道的樹木之認識及樹木種子的組成等知識受訪者的瞭解程度較低，建議可增加時間或調整內容以達到較好的學習效果。The purpose of this study was to explore the relationships between activity preference and forest cognition for elementary school students participated in Huisun forest exploring camp. The relationships between students’ backgrounds and activity preference were measured. It can help us to understand the satisfaction of this exploring camp and to extend further environmental education. The questionnaire was adopted in this study and a total of 318 valid questionnaires from 340 questionnaires were obtained. The results showed that background attributes affect the activities preferences and satisfaction. Activities preferences had a positive correlation with satisfaction and forest cognition. Activities preferences also had a significant impact on the extraction of forest cognitive and the relationships showed a positive correlation. We also found that if future forest exploring camps are held, reveille and morning self-study in the forest should be changed in the activity content, since students does not relatively like them. In addition, due to the low understanding to forest recognition such as the "I recognize the tree on the forest path" and the "composition of tree seeds", we suggest that increasing time or adjusting the content can achieve better results in learning