南部地區小學教師綠色能源認知與態度之研究

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題名:
南部地區小學教師綠色能源認知與態度之研究
著者: 陳雅芳; Chen, Ya-fang
劉世鈞; Shyh-Jiun Liu; 環境生態研究所碩士班
主題: 認知; 綠色能源; 態度; Cognition; Green energy; Attitude
描述: 本研究之目的，在瞭解不同背景的南部地區小學教師之綠色能源認知、態度，並瞭解個人背景變項與綠色能源認知、態度之影響，以及綠色能源認知、態度之間的相關性。為達成研究目的，本研究採問卷調查法，以自編之「南部地區小學教師綠色能源認知、態度之研究」問卷為研究工具，針對南部七縣市國小合格正式教師，進行比例分層隨機抽樣，共發出問卷760份，回收有效問卷615份，有效回收率為80％，並以SPSS10.0統計軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關等分析，茲將研究結果歸納如下：一、研究對象的能源認知程度表現尚可；而其綠色能源態度趨近於正向且積極。二、不同性別、畢業科系、是否教授自然與生活科技、是否參加綠色能源相關研習經驗的研究對象在綠色能源認知上有顯著差異，不同年齡、教育程度、教學年資、全校班級數、學校座落與學校是否接受綠色能源相關經費補助的研究對象在綠色能源認知上沒有顯著差異。三、不同學校座落背景變項的研究對象在綠色能源態度上有顯著差異，不同性別、年齡、畢業科系、教育程度、教學年資、全校班級數、是否教授自然與生活科技、綠色能源相關研習活動以及學校是否接受綠色能源相關補助的研究對象在綠色能源態度上沒有顯著差異。四、「綠色能源認知」與「綠色能源態度」負相關無顯著差異；基於上述研究結論，茲對國小教師、學校及政府當局提出下列建議，以供參考：(一)加強推動綠色能源教育政策研擬(二)完整的綠色能源教育課程規劃(三)舉辦綠色能源相關研習活動，以提高教師綠色能源教學內涵（四）提供多元及方便性之綠色能源資訊，以提高綠色能源教育教學成效。
The purpose of this research is to understand the cognition and attitude of elementary schools’ teachers with different backgrounds toward green energy in the southern Taiwan, the affection to it, and the correlation between the cognition and attitude. To fulfill the purpose of this research, it adopted the questionnaire as the research method. The title of this questionnaire is “The Study of Cognition and Attitude of Elementary Schools’ Teachers Toward Green Energy in the Southern Taiwan.” The researcher uses all qualified elementary schools’ teachers in the southern Taiwan as a population, and then goes on a sampling distribution technique to distribute 760 questionnaires and collects 615 effective samples. The effective collecting percentage is 80%, and this study has been adopted SPSS10.0 statistic software, one-sample t test, one-way ANOVA, Scheffe’s posterior comparison, and Pearson product-moment correlation coefficient to do the analysis. The conclusions of the research results are as the followings.1. The cognition of the samples toward green energy is passable, and their attitudes are quite positive and active.2. The cognition is significant different toward the variations of genders, colleges, teaching nature science ,the experiences of attending green energy workshops, but it shows no significant differences on the variations of age, educational backgrounds, teaching experiences, class numbers, school locations, and schools with or without the budget subsidy of green energy.3. The attitude is significant different toward the variation of school locations, but it shows no significant differences on the variations of gender, age, colleges, educational backgrounds, teaching experiences, class numbers, teaching nature science ,attending green energy workshops, and schools with or without the budget subsidy of green energy.4. There is no significant difference between “ Green energy cognition” and “ Green energy attitude.”Based on the above conclusions, the suggestions have been made to the elementary schools’ teachers, schools, and government as references. First, to reinforce and develop Energy Education policy; Second, to design and plan Energy Education courses; Third, to hold any Green Energy Education actively to help and raise teacher’s teaching ;Fourth ,to offer multiple and convenient Green Energy information to raise the green energy education instruction effect.
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建立日期: 2007
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4011
資源來源: NUTN IR

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南部地區小學教師綠色能源認知與態度之研究

陳雅芳; Chen, Ya-fang 劉世鈞; Shyh-Jiun Liu; 環境生態研究所碩士班 2007

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