Browsing by Author "Liu, Shu-Chiu"

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Environmental Education through Documentaries: Assessing Learning Outcomes of a General Environmental Studies Course
(2018-01-01)
Liu, Shu-Chiu
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教育研究所
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Institute of Education
The use of film as supplementary materials in the classroom has become common for higher education teachers of environmental studies. It is, however, rare that film is incorporated as the primary instructional medium. This paper reports a case study on a documentary film-based environmental studies course which sought to engage students in exploring and reflecting on a wide range of locally significant environment issues. While film is the focus of the course, post-film reflective discussion is an integral part in order to help students identify and clarity their thoughts and ideas. A pre and post survey and post-instruction interviews were carried out with two cohorts of university students for the purpose of evaluating this course. The results suggest that, using documentaries to repeatedly expose students to real issues, the course proved to be beneficial to developing students' perspective-taking and critical thinking abilities and sense of relevance, which collectively leads to a more pro-environmental disposition.
Envisioning preferred environmental futures: exploring relationships between future-related views and environmental attitudes
(2018-01-01)
Liu, Shu-Chiu
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Lin, Huann-shyang
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教育研究所
;
Institute of Education
The purpose of the study was to explore undergraduate students' views about environmental futures that are preferred or desirable for them, and to further examine relationships between specific future-related views and general environmental attitudes. 96 students from one reputable public university in Taiwan participated in a survey that included a draw-and-explain task and a questionnaire. The analysis of students' drawings and annotations revealed a number of topics that characterised their preferred environmental futures; green technology and elements of natural environment were the most prominent topics. Correlations revealed that (1) students who believe that their preferred environmental futures will happen tend to hold a positive view about techno-science as an influencing factor; (2) students who are more positive about techno-science tend to be less concerned about the environment. These findings re-emphasise the need for environmental and science teaching to integrate a critical futures perspective that aims to help students move away from technological fatalism and simply adjusting to the future towards a deeper understanding of sustainable futures and a sense of empowerment.
Students' understanding of a groundwater system and attitudes towards groundwater use and conservation
(2018-01-01)
Pan, Yi-Ting
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Liu, Shu-Chiu
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教育研究所
;
Institute of Education
The purpose of this study was to investigate students' understanding of groundwater as a system, and to further examine whether and how their understanding is related to attitudes towards groundwater use and conservation. A total of 676 junior high school students completed a groundwater survey including a drawing activity and a questionnaire. An additional group of university students with environmental science majors were recruited for the survey for the purpose of determining reasonable expectations and validating interpretations of the results. Analysis of student drawings indicated that students generally held an incomplete and unconnected understanding of the groundwater system. Correlation analysis showed that student levels of understanding were associated with their perceptions of environmental impacts as well as environmental concern regarding groundwater problems. These findings re-emphasised the importance of promoting students' understanding of environmental systems, as well as their ability to think systemically.