本硏究採質性硏究的方式探討以問題導向學習融入「環境教育議題硏究」課程 實施的歷程及影響。硏究目的是提供省思環教議題教與學的新觀點。硏究者於100學年度 第二學期以一學期的時間，與修習本課程的26位教學碩士班學生共同合作，進行環教相 關議題探討。26位組員分成八組，運用問題導向學習分組討論方式以實地觀察、問題導 向學習訪查表、硏究者札記、SWOT分析表、訪談、錄影、拍照及文件分析等資料三角 檢核方式做硏究分析與討論。問題導向學習實施結果發現，除學生認爲討論時間不足的 壓力、專業知識的限制、兩難議題達成共識及找出可行的解決方案是困難的部分外，學 生學習態度與課程整體的發展均呈正向支持的取向。本硏究結果可供作爲教師設計環教 教學活動之參考。

In this study, the researchers employed qualitative research approach to explore the learning process and influence of using PBL (problem-based learning) on teaching of environmental education issues course. The purpose of this study is to communicate ideas between teachers and students by the implementation of PBL strategy which can suggest a new approach to inspect environmental teaching. Researchers at the second semester of the 100 academic year, cooperated with 26 graduate students who attended the environmental education issues course, which applied PBL on the environmental education related topics. The 26 team members were divided into eight groups which discussed by team work and collected data by using field observations, PBL's visiting chart, researcher notes, SWOT checklist, interviews, videos, pictures, journals, and document analysis. The results showed that the difficult parts from the implementation of PBL in curriculum mainly were the stress of time, the limitations of professional knowledge of students, the difficulty of reaching a consensus while faced dilemma topics, and the found a viable solution, except that the learning attitude of the student and the overall approach of the study were positive and vivid. Finally, the results of the study may be used as reference for improving environmental teaching materials in the future.