結合BOPPPS有效教學模組之雜草環境教育課程設計及成效分析

Weeds Environmental Education Course Design and Learning Effectiveness Analysis Based on the BOPPPS Teaching Module

雜草是人類對於生長地不受歡迎之植物的主觀統稱。近年來，雜草在永續發展及生態多樣性的重要性逐漸被重視，因為雜草亦是人類親近大自然的重要媒介，因此本研究欲增進公民對雜草的認知、改變對雜草的態度。本研究結合BOPPPS（Bridge-In, Objective, Pre-Assessment,Participatory Learning, Post-Assessment, and Summary）有效教學模組，以「雜草」為主題設計環境教育課程，探討課程前後受試者對雜草之「環境概念知識」、「環境覺知」及「環境倫理價值觀」的改變。分析結果顯示，「雜草環境教育課程」可顯著提升受試者對雜草的「環境概念知識」、「環境覺知」及「環境倫理價值觀」的正向學習成效，且增加「環境覺知」亦與學習者的「環境概念知識」及「環境倫理價值觀」之增加具相關性。此外，「雜草環境教育課程」適用於不同背景變項的學習者，符合公民級科普推廣用途。

Introduction

Since ancient times, human survival and technological progress have depended on plants. Before the advent of agriculture, humans gathered wild plants for sustenance. With the rise of farming, plants that threatened crops were considered harmful, leading to the concept of “weeds.”

Weeds are plants that grow where unwanted, often threatening agriculture, disrupting landscapes, or being deemed harmful (Blatchley, 1912; Huang, 2013). While they cause economic losses, weeds also play important ecological roles. However, people often overlook the significance of plants.

Wandersee and Schussler (1999) coined the term “plant blindness,” referring to the tendency to overlook the importance of plants. This study introduces “weed blindness,” the disregard for the ecological roles of weeds. Human attitudes toward nature significantly influence how weeds are perceived and managed, making education a crucial component in changing these views.

This study aims to raise public awareness of weeds’ ecological value and challenge negative perceptions. Using the BOPPPS teaching model, it develops a weed environmental education curriculum and assesses its impact on participants’ knowledge, awareness, and ethical values.

Literature Review

1. Definition and Evaluation of Weeds

Weeds are commonly defined as “plants unwelcome in their growing location” (Blatchley, 1912), and in agriculture, any non-crop plant is considered a weed (Tull & Cobbet, 1892). Weeds threaten agriculture, degrade landscapes, and may harm humans (Huang, 2010). The classification of weeds is subjective and shaped by individual biases (King, 1951). Negative perceptions often arise from misunderstandings and fear, leading to unjust treatment. This study aims to assess weeds objectively and reshape public attitudes by examining both positive and negative perspectives.

Weeds impact agriculture by competing with crops for resources and harboring pests (Long & Percival, 1910). However, with the rise of organic farming, its benefits, such as enhancing soil health and supporting biodiversity, are gaining recognition. As Emerson (1878) said, “A weed is simply a plant whose virtues have not yet been discovered.

2. The Relationship Between Weeds and Humans – “Plant Blindness”

Humans and weeds are integral to the environment, and human attitudes toward nature significantly contribute to the challenges weeds face. “Plant blindness” refers to overlooking plants’ importance, defined by Wandersee and Schussler (1999) as:
     1. Failing to notice plants.
     2. Lacking awareness of their significance.
     3. Inability to appreciate their uniqueness.
     4. Viewing plants as inferior to animals.
Causes include cognitive limitations, imbalanced education, and disconnection from nature. The solution is education– emphasizing human-plant interactions can reduce plant blindness. This study develops a “weed environmental education curriculum” to encourage recognition and appreciation of weeds while reducing plant blindness.

3. Environmental Education

The 1977 UNESCO Tbilisi Declaration defines environmental education as interdisciplinary, value-driven, and action-oriented, aiming to improve well-being and address environmental issues (UNESCO, 1977). Taiwan’s Environmental Education Act emphasizes cultivating ethical relationships with the environment and promoting sustainable actions (Ministry of Justice, R.O.C., 2010).

Unlike conventional education, environmental education fosters awareness, responsibility, and problem-solving (Lin & Li, 2023; Ou & Liu, 2022). It should be experiential and context-based, engaging students with real-life issues (Zhou, 1993). Curricula must evolve to address emerging environmental challenges and local contexts (Chang, 2017). Instead of one-way teaching, it should encourage critical thinking and emotional engagement (Wang, 2024).

Effective curriculum design must align with objectives, audience needs, and local contexts. Research indicates that unclear goals lead to inconsistent outcomes (Carleton-Hug & Hug, 2010). A study of the New Jersey School of Conservation found its courses met affective and behavioral goals but not cognitive objectives (Smith-Sebasto & Semrau, 2004).

This study applies the BOPPPS teaching model, a student-centered, goal-driven framework, to ensure clear objectives in the “Weed Environmental Education Curriculum.”

4. Curriculum Design: BOPPPS Effective Teaching Model

The BOPPPS effective teaching model (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) is a student-centered instructional framework with six phases: introduction, learning objectives, pre-assessment, participatory learning, post-assessment, and conclusion. Each lesson consists of small, logically structured instructional units (Li, 2011).

Li (2011) highlighted three key aspects of effective teaching: (1) “Effectiveness”– alignment between teaching outcomes and learning objectives, (2) “Efficiency”– proportionality of instructional efforts and outcomes, and (3) “Benefit”– alignment with societal or educational goals. The BOPPPS model organizes teaching into coherent units, forming a complete curriculum (Zhang, 2014; Sibley & Canuto, 2010).

The BOPPPS model is widely used globally across various sectors, including educational institutions, hospitals, government, non-profit organizations, and private training organizations (Li, 2020; Yu & Fang, 2020). Research indicates that it enhances teaching effectiveness by providing a clear structure, improving teacher-student interaction, and increasing course satisfaction. It also fosters students’ learning interest, motivation, autonomy, and problem-solving skills, without increasing their learning burden (Hu et al., 2022; Lin, 2023; Liu et al., 2022; Zhang et al., 2019).

Research Methods

This study aims to design an environmental education curriculum on weeds to change citizens’ perceptions (knowledge) and attitudes (awareness and ethical values) toward them, strengthening the relationship between people and the environment.

The research applies the BOPPPS teaching model to create the curriculum, with a questionnaire developed to assess “knowledge,” “awareness,” and “ethical values” regarding weeds. The questionnaire was validated through expert reviews, pilot testing, and reliability analysis.

The curriculum was implemented with students from a general education course at a national university in Taiwan. The pre- and post-tests were conducted to evaluate effectiveness. Based on the findings, recommendations were made for future curriculum improvements.

Research Analysis Results

1. Impact of Background Variables on Weed-Related Cognition and Affective Dimensions

Descriptive analysis showed no significant differences in post-test scores for environmental conceptual knowledge, awareness, and ethical values based on gender, living environment, or proximity to green spaces. However, significant differences were found for college affiliation, academic year, and experience with environmental and plant-related activities.

(1) College Affiliation: Science and engineering students showed higher engagement in environmental awareness related to weeds.

(2) Academic Year: Freshmen were the most engaged in the curriculum.

(3) Environmental Education Experience: Participation in environmental activities fostered stronger emotional connections and enhanced ethical values.

(4) Plant-Related Activity Experience: Experience with plant-related activities improved environmental conceptual knowledge about weeds.

2. Impact of the Weed Environmental Education Curriculum

After completing the curriculum, participants showed significant improvements in environmental conceptual knowledge, awareness, and ethical values.

Effect Size Analysis:

(1) Environmental awareness showed a large effect.

(2) Conceptual knowledge and ethical values showed moderate effects.

(3) These results suggest that the curriculum effectively enhances both cognitive and affective dimensions regarding weeds.

3. Correlation Analysis of the Questionnaire Dimensions

Pearson correlation analysis revealed the following:

(1) Environmental conceptual knowledge and awareness were positively correlated.

(2) No significant correlation was found between conceptual knowledge and ethical values.

(3) Environmental awareness was positively correlated with both conceptual knowledge and ethical values.

(4) These findings indicate that environmental awareness plays a key role in enhancing both conceptual knowledge and ethical values in weed education.

Discussion and Recommendations

1. Impact of Background Variables

(1) Gender, Living Environment, Proximity to Green Spaces: No significant impact on any dimension.

(2) College Affiliation: Science and engineering students showed higher environmental awareness.

(3) Academic Year: First-year students had higher environmental conceptual knowledge.

(4) Experience in Environmental or Plant-Themed Activities: Increased participation improved conceptual knowledge and ethical values.

2. Differences Before and After the Curriculum

Participants demonstrated significant improvements in environmental knowledge, awareness, and ethical values, confirming the effectiveness of the curriculum.

3. Relationships Between Dimensions

(1) Environmental awareness positively correlated with both conceptual knowledge and ethical values.

(2) No correlation was found between conceptual knowledge and ethical values.

(3) Enhancing awareness is key to improving both knowledge and values.

4. Practical Recommendations

An advanced course should be developed with in-depth discussions and independent projects, such as analyzing campus weed management policies to promote sustainability.

5. Future Research

Expand the study to different age groups and regions to explore the curriculum’s broader impact.

6. Contributions

This is Taiwan’s first study on weed-focused environmental education. Weeds, being easily accessible, help reduce plant blindness and serve as an effective entry point for environmental learning, promoting awareness of sustainability.