| Abstract |
In this study, we explore the correlation between marine environmental knowledge and the marine environmental protection attitudes and behaviors in sixth and twelfth grade students and average adults by using curricular and social involvement. We collected data by using a self-devised questionnaire and analyzed the results by using statistical methods including a t-test, one-way analysis of variance with independent samples, product-moment correlation analysis, regression analysis, path analysis, typical correlation analysis, and structural equation modeling. The results are as follows:
(a) Sixth grade students did not achieve significant learning effectiveness in acquiring declarative marine environmental knowledge. These results were similar to those of the average adults who did not attend marine environmental classes. However, twelfth grade school students attained significant learning effectiveness in acquiring declarative marine environmental knowledge.
(b) Marine environmental curricula in elementary and high schools did significantly promote student attitudes or behaviors toward marine environmental protection.
(c) The low number of marine environmental educational excursions failed to affect the learning effectiveness of sixth and twelfth grade students with regard to marine environmental knowledge and their subsequent marine environmental protection attitudes and behavior.
(d) In specific instances, regional situational differences directly prompted the participants to exhibit marine environmental protection behaviors by disregarding their influence of marine environmental protection knowledge and attitudes.
(e) Situational factors regarding the promotion of marine environmental education curricula that differ among regions could influence the marine environmental knowledge and marine environmental protection attitudes and behaviors of students.
(f) Regarding current marine environmental education, the marine environmental knowledge and marine environmental protection attitudes of sixth and twelfth grade students showed a low correlation with their marine environmental protection behaviors.
(g) Regarding current marine environmental education, the marine environmental knowledge and marine environmental protection attitudes of sixth and twelfth grade students rendered low predictive power or influence on their marine environmental protection behaviors.
(h) The structural equation modeling regarding marine environmental knowledge and marine environmental protection attitudes and behavior established in this study generated a poor fit. This could result from the exclusion of situational factors and latent constructs from the structural equation modeling.
(i) Schools of all levels should confirm that the teaching hours for marine environmental education conform to the proportionality of land and ocean.
(j) Marine environmental education curricula should emphasize engendering marine environmental protection behaviors, rather than purely communicating knowledge.
Keywords: environmental education, marine environmental education, marine environmental knowledge, marine environmental protection attitudes, marine environmental protection behavior |
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