社會環境教育已大量應用電腦為教學的工具，為了解電腦教學的
成效，應有適宜的評量方法。本研究以台北動物園教育中心電腦教室
所展示的保育教育軟體「琵鷺傳奇」為例，以參觀動物園的台北市國
小四年級學生為受訪對象，評量此一軟體的教學效果，期能藉此發展
環境教育電腦教學軟體的評量方法。
本研究使用的評量方法有三，分別為軟體內容架構及概念分析、
學生成就問卷調查、以及學習過程中學生的語言反應分析等。研究結
果總結如下。
1.「琵鷺傳奇」軟體中包括四個主題， 分別為，「琵鷺的種類介紹」
、 「琵鷺的生物學」、「黑面琵鷺的故事」、及「黑面琵鷺的保育
」。 所傳達概念共有165個，其中認知性概念110個，情意性敘述49
個，技能性概念6個。含括分類地位、形態特徵、棲息地、地理分布
、分布數量、遷移特性、行為、生態危機、保育衝突事件等。 大部
分概念是由語音敘述傳達。 評量表評量結果為，教學目標、內容流
程良好， 但軟體中用了一些生物學名詞可能不適合受訪學生程度，
以致於知識性概念學習成就可能有限。
2.成就問卷調查結果顯示， 學生對黑面琵鷺的認知方面有顯著提昇。
學生在前測時已有相當正向的保育態度， 學習之後更增強學生對珍
貴鳥類、榮譽感、想親近牠及移地保護的態度。 學生也願意以行動
支持保育團體及保育的工作， 其中學生偏好寫信支持保育團體的行
動。
3.軟體引發學生對黑面琵鷺的形態、 面臨危機、分布及數量等三類畫
面的反應較多， 反應類型含括情緒性、詮釋性及評鑑性反應三種。
其反應大多為針對畫面上的刺激，較少對語音敘述起反應。
　　本研究最後也針對評量的過程、 結果、研究限制、及環境教育電
腦教學評量方法、「琵鷺傳奇」軟體設計及未來的研究提出建議。

This dissertation describes the results of an evaluation
research on an environmental educational computer software,
"Mysteries of Spoonbills", designed by the Taipei Zoo.
Documentation contents, achievement questionnaires and think
aloud were focused in the sofeware in this research. The
researcher analyzed the framework and the number of concepts
in the software in the begining. Pre- and post-test
questionnaires were used before and after the teaching and
learning process, and were examined to see the degree of
change on both cognition and attitude of students toward
spoonbill. Two-students-group's think aloud responses were
recorded during the learning process and were classified
into emotion, interpretation, and judgment, three
categories.
Ten fourth grade students were selected from a class
from 16 primary schools who were assigned by the Taipei City
to visit zoo during the study period. The computer room was
filled with 22 touch computers and 8 software. The students
Were requested to group by two and chose their interesting
software on their own will. A total of 190 students who
chose the tested software were studied in this research.
The results of content analysis indicated that too much
concepts related with morphology, distribution, migration,
behavior, threats and conservation issues were addressed by
the software. In which 110 concepts are cognitive statement,
49 concepts are emotional statement and 6 are skills
teaching oriented. The majority of concepts are disseminated
through narration sound, few are from screen picture. The
pre-pos questionnaires also revealed that the majority of
students enjoyed the software and improve their cognition
toward spoonbills morphology dramatically, and felt proud of
having the endangered species in the country. 31 groups of
syudent's think aloud responses indicated that the pictures
on the screen stimulated more reaction, while the narration
sound did lesser. The contents such as morphology, threats
and distribution also stimulated students with more verbal
responses than other biology contents.