本研究旨在針對已執行環保小學堂之社區，探討環保小學堂社區背景資料與環境教育設施場所認知之相關性。本研究主要結果如下：一、 環保小學堂社區環境教育設施場所認知，在對於環境教育法瞭解的程度部分，以瞭解最多；在執行環保小學堂計畫對申請環境教育設施場所認證之助益部分，以有幫助最多；在通過環境教育設施場所認證對社區發展助益部分，以有幫助最多；在取得環境教育設施場所認證對社區發展最有幫助之項目部分，以環境保護最多；在社區經營管理最大瓶頸部分，以缺乏外部輔導機制最多。二、 社區背景資料與設施場所認知關聯性分析，顯著性項目包括：「環境教育認證人員數」與環境教育法；「環境教育認證人員數」及「解說志工人數」與環境教育設施場所認證對社區幫助；「執行環保小學堂次數」、「申請環境教育設施場所認證」及「環境教育認證人員數」與申請環境教育設施場所困難處；「環境教育認證人員數」與未提出環境教育設施場所認證原因；「社區發展主軸」與社區經營管理最大瓶頸；「執行環保小學堂次數」與「社區環保志工人數」與需要之環境教育設施場所認證輔導項目。 The objective of this research was aimed to investigate the current statusand correlation betweenEnvironment Learning Center (ELC) and the attitudestoward Certificate of Environmental Education Facility and Field (CEEFF).Further analysis was conducted to investigate on the significant difference of thebackground variables.The following conclusions were reached as follows:1. In terms of understanding Environment Education Act, understand accountedfor the largest proportion.As to implementation of ELC which is beneficialtoCEEFF, agree accounted for the largest proportion. In terms of the mostbeneficial aspect to community empowerment by CEEFF for ELC,environmental protection accounted for the largest proportion.With respect tothe major difficulty in community empowerment, the lack of externalassistance accounted for the largest proportion.2. Ten significant differencesbeween the background variables and attitudetoward CEEFF were observed in the current study. For examples, thereexisted significant differences between numbers ofCertificate ofEnvironmental Education Personnel and understanding of EnvironmentEducation Act. In addition, significant differences between numbers ofimplementating ELC and difficulty in applyingCEEFF were also found.
