臺南大學學生生質能學習成效之研究

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題名:
臺南大學學生生質能學習成效之研究
著者: 黃美華; Huang, Mei-hua
劉世鈞; none; 綠色能源科技研究所碩士班
主題: 學習成效; 生質能; Learning Effectiveness; Biomass Energy
描述: 本研究欲探討大學生於生質能源課程結束後的學習成效，在認知與態度上是否有差異存在，並探討生質能源課程設計是否有助提升大學生對生質能源的認知與態度。研究方法以問卷調查法為主，問卷工具經過專家學者審查，並實施問卷預試、修正問卷、正式問卷前測、「綠色科技與社會」課程學習活動及正式問卷後測等階段後，最後將問卷結果以獨立樣本t檢定、單因子變異數法及成對樣本t檢定進行統計與分析。本研究主要結論如下：（一）大學生生質能知識來源主要來自於老師、電視、電腦網路及學校課程；曾參加過再生能源相關活動的大學生，學習較為主動，從課外讀物、雜誌及進修研習獲取生質能知識的比例，高出未曾參加過的大學生。（二）認知方面，曾參加過再生能源相關活動的大學生大部分得分都優於未曾參加過的人，前測及後測整體認知都達到顯著差異；性別方面大致平均得分是男大學生略高於女大學生，但大多無顯著差異；就讀學系都無顯著差異。（三）態度方面大多無顯著差異，得分多屬於「積極」，對於未來生質能源發展成為替代能源的認同度在學習後提升為「非常積極」；曾參加過再生能源相關活動的大學生在學習後更願意付出高成本選擇添加生質燃料的汽油，並與未曾參加過的人達到顯著差異。（四）透過學習課程後，學習成效在前後測的認知及態度表現大多有顯著差異。
This study aims to examine college students’ learning effectiveness in terms of cognition and attitudes after taking Biomass Energy Courses. Also, it explores whether the course of Biomass Energy helped raise college students’ cognition and attitudes toward Biomass Energy. The study was mainly based on questionnaires which were examined and revised by some experts in the field. These questionnaires had gone through different phrases such as a pre-questionnaire, a revised questionnaire, a pre-formal questionnaire, learning activities of the course of Green Technology and Society, and an after-formal questionnaire. Finally, the study employed a Paired-Sample t test, an Independent-samples t test, and a One-way ANOVA to analyze the results.The conclusions of this study are as follows.1. The main sources of college students’ knowledge about Biomass Energy came from their teachers, TV programs, the Internet and the school curriculum. Those college students who had participated in Biomass Energy related activities were more active in learning. Their knowledge about Biomass Energy from non-text books, magazines and workshops was much more those who had not taken part.2. With regard to cognition, those college students who had attended Renewable Energy related activities got more scores than those who never had. Furthermore, concerning their overall cognition, there was a significant difference before a test and after it. As for gender, there was no noticeable difference. Although the male students got almost the same scores as the female did, strictly speaking, the scores the male got were slightly higher ⅱthan the female. Moreover, cognition has nothing to do with their department.3. In terms of attitude, their attitudes before the course and after it were both positive. So, there was no apparent difference. They strongly agreed that the development of Biomass Energy in the future would become a substitute. After the course, their attitudes became very positive. Above all, compared with those students who did not attend any related course, those students who took part in relevant Renewable Energy activities would like to pay more to use costly bio-fuels after the course. As a result, there was a striking difference between their attitudes.4. In terms of learning effectiveness, mostly their cognition and attitudes in the questionnaires changed greatly after the course.
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建立日期: 2013
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/577
資源來源: NUTN IR

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臺南大學學生生質能學習成效之研究

黃美華; Huang, Mei-hua 劉世鈞; none; 綠色能源科技研究所碩士班 2013

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