| 摘要: | 本研究旨在發展以永續發展目標（Sustainable Development Goals，簡稱SDGs）融入中高齡者手工皂課程，促進中高齡者學習手工皂相關技能且開始接觸與理解SDGs之概念，使之能運用在日常生活中。為達到研究目的，本研究採用行動研究法，擬定教學計畫和手工皂課程設計，透過課程觀察紀錄、省思日誌、團體訪談、錄影和拍照等，進行課程反思與修正課程缺失；另外，透過問卷調查，了解參與者對課程之滿意度。本研究以六位對手工皂課程有興趣且未曾參加過手工皂課程、無SDGs概念之45至65歲的中高齡者為研究對象。在研究步驟與操作方式上，首先透過蒐集國內外相關文獻與參酌環境教育手冊，進行以「SDG 12.8子目標」融入手工皂課程設計。研究實施六週，每週進行一個單元課程，每單元課程實施時間為180分鐘。經教學實踐與反思修正課程後，透過三角檢證法對研究參與者、研究者和協同者的資料進行比對，以交叉核實教學省思日誌、觀察紀錄、團體訪談逐字稿、課程滿意度量表等資料，以達到研究結果的一致性。研究結果如下。
1. 透過行動研究實踐、反思、修正方式，研究者發展出適合中高齡者手工皂課程學習的課程方案，以符合中高齡學習手工皂之需求，除此之外，藉由課程滿意度量表中確認課程之正向回饋結果。
2. 手工皂課程融入「SDG 12.8子目標」學習活動，為中高齡者提供對相關議題初步認知和學習手工皂製作技巧的機會。中高齡者藉由手工皂學習後，將「SDG 12.8子目標」運用於日常生活中。經由團體訪談結果中，參與者願意將所學的課程成果和觀念融入日常生活，達到了永續認知提升之目的。
3. 以「SDG 12.8子目標」融入手工皂課程的發展，對教師教學反思具有正面意義。藉由行動研究方式發現，本課程展示良好的師生互動方式和效果，亦可以作為未來相關研究者之探究方向。另外，透過增加多元化手工皂課程內容，將「SDG 12.8子目標」融入日常生活體驗，使教學者能夠真正促進自身主動建構知識與技能，達到提升教師專業成長。
綜合上述，研究者提出結論與建議。首先，建議教師可配合中高齡學習特性引導其更深入的學習，除可增加手工皂課程實作週數之外，亦可設計其他與「SDG 12.8子目標」相關之教學活動，提升學習者的興趣和參與度。另外，中高齡教育單位可將「SDG 12.8子目標」融入各類課程中，鼓勵學習者建立學習社群，並以手工皂課程作為環境教育的實踐方式，在更多社區和學校中推廣。最後，建議未來研究者可深化研究內容，探討融入「SDG 12.8子目標」課程的長期影響和效果，建議開發或使用有效的評估工具，評估學習者在參加融入「SDG 12.8子目標」課程後的知識、態度和行為變化。
The study aims to incorporate the Sustainable Development Goals (SDGs) into a handmade soap-making course designed for middle-aged adults. The goal is to help participants learn practical soap-making skills and understand how to apply SDGs in their daily lives. Action research was used to develop a teaching plan and course design. The study included course observation records, reflective journals, group interviews, video recordings, and photography to evaluate the course and instructor’s teaching reflections. A survey was also used to assess participants’ course satisfaction. The research involved six middle-aged adults, aged 45 to 65, interested in soap-making but with no previous experience and no knowledge of SDGs. The study collected relevant information from various sources to design a soap-making course that integrates Target SDG 12.8. The course lasted six weeks, with a 180-minute session each week. After practice and reflection, the course was revised. The data collected from the participants, researchers, and collaborators were cross verified to ensure the consistency of the research results. The research findings are as follows.
First, the action research process led to the development of a suitable course plan for middle-aged adults to learn soap-making, meeting their learning needs. The positive feedback was confirmed through the course satisfaction survey. Secondly, integrating Target SDG 12.8 into the course allowed participants to gain initial knowledge of Target SDG 12.8 issues while learning soap-making skills. Participants expressed willingness to apply what they learned to their daily lives. Finally, integrating SDG 12.8 into the course had positive implications for the instructor’s reflective teaching. It led to the discovery of effective teacher-student interaction methods, offering directions for future research. Incorporating Target SDG 12.8 into soap-making courses was seen to promote the construction of knowledge and skills, enhancing professional growth. In conclusion, it is recommended that instructors tailor learning experiences to the characteristics of middle-aged adults, extend the practical training duration, and design activities related to Target SDG 12.8 to increase participants’ interest and engagement. The integration of Target SDG 12.8 into courses for this demographic could be expanded to establish learning communities and promote environmental education. Future research could focus on assessing the long-term impact of integrating Target SDG 12.8 into courses and developing assessment tools to evaluate changes in knowledge, attitudes, and behaviors. |
