教學實踐研究 -第1卷 第3期 (2021-12-03)
一般論文

「做中學、學中做」:應用經驗學習理論在綠色餐廳實踐之成效

楊婷棋 (Yang Ting-Chi) 光宇學校財團法人元培醫事科技大學餐飲管理系助理教授 ; 徐珠璽 (Hsu Chu-Hsi) 光宇學校財團法人元培醫事科技大學餐飲管理系助理教授
第1卷第3期,P73-98
10.7007/JSoTL.202109_1(3).0004
近年來地球暖化問題嚴重,此嚴峻的環保議題,是每一位國民與企業的責任,而餐旅產業是製造大量溫室氣體的產業之一,應透過教育來提升未來餐飲從業人員之綠色餐飲素養,為地球盡一份責任。因此,本研究根據Kolb的經驗學習理論設計多元課程,採準實驗設計進行教學介入,以餐飲管理系二年級選修本課程學生為實驗組(有效樣本69人),本系未進行此教育介入課程之三年級學生為對照組(有效樣本58人),以問卷調查法收集量化資料,並分析學生在課程前、後的綠色素養知識及行為之差異,且佐以觀察法、焦點團體訪談法與學習影片歷程等質性資料,進一步深入瞭解學生學習的歷程與成效。研究結果證實,本課程融入綠色餐飲素養後,實驗組學生在綠色餐廳知識與綠色餐飲行為有顯著的提升,質性資料亦顯示經驗學習法之課程設計能讓學生身歷其境地將經驗轉化成知識,經由綠色餐飲素養教育介入,讓學生在綠色餐廳經營實務產生正向回饋與較佳的經驗學習成效。
經驗學習理論,綠色餐飲素養,綠色餐廳
1. 王瑤芬、陳素萍、李宜靜(2016)。大學餐旅教育實施綠色餐飲課程之教學成效。課程與教學季刊,19(3),165 - 204。doi:10.6384/CIQ.201607_19(3).0007
2. 行政院環境保護署(2021)。綠色餐廳制度。取自全民綠生活資訊平台 https://greenlife.epa.gov.tw/categories/resDownload (2021/08/12)
3. 楊昭景、王瑤芬、馮莉雅、謝旭初(2007)。國際觀光飯店餐飲從業人員對綠色生產力認知、態度與行為之研究。觀光研究學報,13(2),165 - 192。doi:10.6267/JTLS.2007.13(2)4
4. 趙偉順、張玉山(2011)。經驗學習理論在生活科技課程的教學應用—以「扭轉乾坤」曲柄玩具單元為例。生活科技教育月刊,44(6),1 - 21。doi:10.6232/LTE.2011.44(6).1
5. Clark, R. W., Threeton, M. D., & Ewing, J. C. (2010). The potential of experiential learning models and practices in career and technical education & career and technical teacher education. Journal of Career and Technical Education, 25(2), 46 - 62. doi:10.21061/jcte.v25i2.479
JSOTL

Learning by Doing: Application Experiential Learning Theory in Green Restaurant Practices

Yang Ting-Chi ; Hsu Chu-Hsi
Volume 1/ Issue 3, P73-98
10.7007/JSoTL.202109_1(3).0004
Global warming has been unprecedented in rate and scale in recent years. It is believed that this severe environmental issue is the responsibility of every citizen and organization. The hospitality industry is regarded as one of the major contributors to the emission of greenhouse gases. Hence, it is essential to equip hospitality students with green food and beverage (GFB) literacy to meet the requirements of the future food and beverage industry through education. Therefore, this study designed a multi-dimensional curriculum based on Kolb's experiential learning theory (ELT) and adopted a quasi-experimental method for the teaching intervention. The second-year students in the Department of F&B Management were assigned to the experimental group (69 valid samples). The control group was the third-year students in the Department of F&B Management, who had not been given the intervention (58 valid samples). Quantitative data were collected by questionnaire, pre-test and post-test, and were administered to both groups to analyze differences in students' knowledge and behavior in green literacy before and after the course. Qualitative data were also collected through observation, focus group interviews, and video recordings to gain insight into the progress and effectiveness of students' learning. The results showed that students in the experimental group that received GFB training had significantly improved and increased their GFB knowledge and performance on the post-test results. In addition, the analysis of qualitative data through observation and interviews also indicated that the curriculum design of the experiential learning method allowed the students to transform their working experience in training restaurants into useful skills and knowledge. The students who received GFB intervention are more likely to have positive results and a better learning experience in operating green restaurants.
experiential learning theory, green food and beverage literacy, green restaurant