環境教學準實驗研究在台灣已累積相當數量，但至今仍無一整合性研究。因此，本研究擬統整國內從2004 年7 月到2010 年7 月以環境實驗教學的量化研究，運用整合分析方法（meta-analysis），探討環境教學對環境態度影響的整體效果，並找出可能的調節變項。研究者於國家圖書館藏與台灣廣域數位圖書館搜尋符合研究需求之相關文獻，共獲得50 篇碩博士論文符合本研究需求作為本研究之樣本。統計方法則運用整合分析與階層線性模式（Hierarchical Linear Modeling, HLM），進行環境態度實驗教學成效與調節變項之分析。研究結果發現如下： （1）在整體效果量方面，環境態度教學成效的總效果量為0.67。 （2）實驗人數、教學節數、教學週數與教學策略為本研究環境教學介入對環境態度改變成效之調節變項，而教學模式採多元教學法較特定教學法的效果量較高；研究年代、教育階段與教學年資則非影響其教學成效的調節變項。 根據本研究的結論，可供未來環境教育之學術研究、教育政策推動之佐證與課程教學實務進行之參考，同時建議未來研究者可以依本研究結果做進一步的延伸。

The quasi-experiments quantitative studies on environmental teaching have accumulated abundantly in Taiwan. However, the meta-analysis on the studies was deficient. Therefore, this study reviewed the quasi-experiments quantitative studies in the environmental teaching for the students in the elementary and junior high school in Taiwan from July 1994 to June 2010. Meta-analysis and Hierarchical Linear Modeling were employed to analyze the overall effect on the environmental attitude teaching for the students in the elementary and junior high school, and to search the possible moderating variables, based on the findings of 50 master/doctoral theses in National Central Library and Taiwan Digital Meta-Library. The findings and conclusions of this study indicated that: (a) with respect to the overall effect size, the overall environmental attitude teaching for the students in the elementary and junior high school was above the medium(=0.67). (b) with environmental teaching intervention, teaching times, weeks, sample sizes and teaching styles were moderating variables. Teaching models characterized by different styles gave higher effect than the certain styles. The years of experiments, educational stages and teaching experiences were not found to have impact on teaching effect. The findings of this study provide the references and suggestions to the educational policies, program designs, teaching practices, and the future researchers for the further researches in the environmental education.