本研究目的在探索女性在複雜的移民與國家發展等歷史脈絡下，如何與居住周遭環境建立關係及動態建構能滿足生存與生活需求的日常環境知識，並理解及勾勒此環境知識的樣貌與性質。
本研究採取社會建構論與成人學習的理論觀點，使用深描詮釋學的研究取徑作為探索的主要方法。基於地方情境是影響環境知識樣貌與建構歷程的關鍵因素，本研究因此僅選擇西馬來西亞雪蘭莪州的錫米山新村為單一田野，並以國家獨立（1957年）前出生的女性為研究對象，依據工作類型及出生年份的差異選出15名年齡介於61歲至93歲不同世代、曾從事錫礦業、橡膠業、農耕與飼養家畜等工作的女性。資料收集方法採深度訪談、參與觀察法與歷史文獻分析法，其中深度訪談使用生命敘述法採集她們不同生命階段環境互動關係內隐的深層意義，另再輔以參與觀察她們日常生活各種活動，彌補訪談無法言說的默會知識部分，最後再輔以歷史文獻比較方式，梳理她們生活世界的歷史發展脈絡，並交叉比對訪談及參與觀察收集資料之正確性。
研究結果發現，女性經歷不同時代建構的環境知識是一個結合科學、經驗、價值與情意的知識混融整體，構成此混融體的知識類型至少包含三種：一是維持生計的科學知識，二是支撐生命的經驗知識，三是涵養生活的整合型知識。其中，科學知識是她們謀取生計的手段，傾向功利、效率及機械性操作；經驗知識是女性依附環境特質持續試誤累積經驗以解決生活需要的知識類型，傾向與環境永續共生；整合型知識是女性在面對環境變遷時經反思後學習新知識以解決環境問題的知識類型，傾向彈性混融及具環境韌性。此混融知識是外部結構、生活需求現實與個人生命傳記三股力共構的結果，由此促成的知識建構路徑共二條：「熟能生巧」的非反思性路徑，以及反思循環的學習路徑。分析後也發現，除了被動建構之外，女性往往在各種現實限制下展現自我能動性，透過記憶模仿、身體實作、協作共享、文化連結及多元知識整合等策略提昇自我適應環境的能力。這種隨環境變遷持續調整及多元包容的知識類型更具環境和社會韌性，能開啟永續教育另一種可能。

The purpose of the study is to explore the process of women connecting their living environment, dynamically construct their daily environmental knowledge for survive and living. The study also draw the outline and characteristics of this environmental knowledge.
The study adapt the path of thick description and interpretation based on social construction and adult learning theories. The study chose Sungai Chua New Village in Selangor State of western Malaysia as the study field, selected 15 women that borned before 1957 (the year of Malaysia Independenece, age from 61 to 93) and different job careers of tin mine, rubber, agriculture and livestock as interviewees. Data is collected by deep interview, participatory observation and analysis of historic documents.
The results showed the environmental knowledge constructed through different age of women is a hybrid integration of science, experience, value and emotion. There are three type of this knowledge: scientific knowledge of earning a living, experiential knowledge of supporting daily life and interagral knowledge of maintaining life quality. The characteristic of scientific knowledge is utilitarian and efficiency-oriented and mechanical operational; experiential knowledge is learnbed by trial-and-error experience to find the solutons to live with the environment sustainably. interagral knowledge is co-constructed by social structure, demand of living and personal biography and shaped by two path of knowledge construction: “practice makes perfect” non-reflective path and reflective path. The study also found women can upgrade their ability of environmental adaption of through the strategies of imitating of the memory, hands-on work, collaborating and sharing, cultural connection and integration of multi-knowledge. The study suggests this kind of environmental knowledge with continuos adaption and multiple inclusiveness open more opportunities for ESD.

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