本研究的主要目的在於探討參與行政院環境保護署所推動「社區環境改造及環保小學堂專案管理計畫」中的環保小學堂社區領導人，探討其環境素養構面（知識、態度與行為）之現況及關聯性，並進一步分析社會人口學變項與環境素養構面及環境教育人員專業領域範疇的顯著關係。研究對象為環保小學堂社區領導人，回收有效問卷60份，回收率56.6%，並透過IBM SPSS Statistics 19軟體，進行相關數據統計分析。本研究主要結果如下：一、環境知識：平均答對率為66.6%，其中以學校及社會環境教育的答對率最高，而氣候變遷的答對率最低；並與職業變項，有顯著差異性。二、環境態度：平均得分為77.48，其中以學校及社會環境教育表現最佳，然而自然保育表現最差；並與居住地變項及是否接觸或參加環境教育的研習或刊物，有顯著差異性。三、環境行為：平均得分為45.72分，其中以自然保育最高，社區參與最低；並與居住地變項及是否接觸或參加環境教育的研習或刊物變項，有顯著差異性。四、環境知識、態度及行為綜合評析：環保小學堂社區領導人具有相對正確的環境知識與客觀積極的環境態度，但環境行為則有成長的空間。五、環境態度與環境行為具有顯著負相關。環境教育素養需要長時間的潛移默化，本研究僅針對目前環保小學之現況提出初步的分析與建議，期待後續能有更多研究持續關注本議題。 The main purpose of this study was to investigate the current status and correlation between environmental literacy (cognition, attitude and behavior) of the community leaders participated in EnvironmentalLearning Center Project implemented by Environmental Protection Administration. Further analysis was conducted to investigate on the significant difference of the background variables. A total of 106 questionnaires were passed to community leaders and 60 were collected valid. The data collected were analyzed by IBM SPSS Statistics 19 for Descriptive Statistics. The following conclusions were reached as follows:1.Environmental cognition: The average score was 66.6 on a 100 point scale. The highest score of all is school and social environmental education and the lowest score of all is Climate Change. Among background variables, only profession was significantly different from environmental cognition. 2.Environmental attitude: The average score was 77.48 on a 100 point scale.The highest score of all is school and social environmental education and the lowest score of all is nature conservation. Among background variables, residence and participation in environmental education were significantly different from environmental attitude.3.Environmental behavior: The average score was 45.72 on a 100 point scale. The highest score of all is nature conservation and the lowest score of all is community participation. Among background variables, residence and participation in environmental education were significantly different from environmental behavior.4.The community leaders of environmental Learning Center Project owned a relatively corrective cognition, objectively positive environmental attitude. Nonethless, environmental behavior of community leaders still needed to be improved. 5.Environmental attitude and environmental behavior represented a negative correlation.Implementation of environmental education is a long-term process. So far, this study only provided the initial investigation on this issue. Fuerther investigations related to this issue still need to carry out.
