探討情意教學策略對國小高年級學生環境素養之影響：以科技融入碳足跡課程為例

Impact of Affective Teaching Strategies on Upper Elementary School Students’ Environmental Literacy: A Case Study of a Technology-Integrated Carbon Footprint Curriculum

呼應聯合國永續發展目標（Sustainable Development Goals, SDGs）之氣候行動，本研究旨在探討科技融入的碳足跡課程對國小高年級學生環境素養之影響，並比較「情意教學」與「認知教學」兩種策略的成效。研究採準實驗不等組前、後測設計，以桃園市某國小五年級108位學生為對象，分為實驗組與對照組，兩組皆採用「四學模式」框架──「學生自學、組內共學、組間互學、教師導學」之探究歷程。課程整合LoiLoNote平臺、AI碳足跡計算器等工具，進行六週課程。其中，實驗組進行情意教學策略，透過校園實地探索建立地方依附感與自我反思，重視個人情感連結與實地探索，例如親手測量校園樹木碳匯；對照組則進行認知教學策略，透過科學概念解釋、講授與數據計算等方式學習。研究工具為自編之環境素養量表，包括知識、態度與行為意圖，並以單因子多變量共變數分析（Multivariate Analysis of Covariance, MANCOVA）進行資料分析。研究結果顯示：一、實驗組在知識、態度與行為意圖三向度之後測表現均顯著高於前測；對照組在知識向度顯著提升，在態度與行為意圖向度雖呈正向變化但未達顯著；二、實驗組在知識與行為意圖向度表現顯著優於對照組，態度向度則未達顯著差異。整體而言，情意教學策略有助於促進減碳行動意願，且結合科技融入、校園實地活動與自我反思，能同時提升學生對碳足跡知識與減碳行為意圖。

In response to Sustainable Development Goal 13, this study investigated the effects of a technology-integrated carbon footprint curriculum on fifth-grade students’ environmental literacy by comparing affective and cognitive teaching strategies. This study adopted a quasi-experimental nonequivalent pretest-posttest control group design involving 108 fifth-grade students from an elementary school in Taoyuan City. The participants were divided into an experimental group and a control group. Both groups participated in an inquiry-based learning process structured around the “Four-Learning Model,” which consists of self-directed learning, intragroup collaborative learning, intergroup mutual learning, and teacher-guided learning. The curriculum was implemented over a 6-week period by using tools such as the LoiLoNote platform and an artificial-intelligence-based carbon footprint calculator. The experimental group participated in hands-on tree carbon measurement activities designed to foster place attachment, whereas the control group focused on scientific lectures and carbon footprint calculations. Data collected using self-developed environmental literacy scales assessing knowledge, attitude, and behavioral intention were analyzed using multivariate analysis of covariance. The experimental group demonstrated significant posttest improvements across all three dimensions– knowledge, attitude, and behavioral intention– whereas the control group exhibited significant improvement in only the knowledge dimension, with positive but nonsignificant changes in attitude and behavioral intention. Furthermore, the experimental group significantly outperformed the control group in both knowledge and behavioral intention, whereas no significant between-group difference was observed in the attitude dimension. Overall, these findings indicate that affective teaching strategies can increase students’ willingness to engage in carbon-reduction behaviors. Furthermore, combining technology integration, campus-based field activities, and self-reflection can simultaneously enhance students’ carbon footprint knowledge and their intentions to engage in carbon-reduction behaviors.