幼稚園教師對能源教育教學信念與教學行為之探究

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幼稚園教師對能源教育教學信念與教學行為之探究
著者: 王儷蓁; Wang, Li-chen
吳麗媛; Li-yuan Wu; 幼兒教育學系碩士班
主題: 教學行為; 教學信念; 能源教育; 幼稚園教師; teaching beliefs; energy education; kindergarten teachers; teaching behavior
描述: 本研究旨在瞭解幼稚園教師能源教育教學信念與教學行為的現況與相關程度。本研究採用問卷調查法，以自編之「幼稚園教師對能源教育教學信念與教學行為之調查研究問卷」作為資料蒐集的工具，以台南市、高雄市、屏東縣幼稚園教師為研究對象，寄出1000份問卷，回收有效問卷共863份。根據問卷填答結果，以描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾遜積差相關等方法進行資料分析。根據資料分析結果，本研究結論如下：一、幼稚園教師大部分具有正向的能源教育教學信念，其中最為認同的是能源教學應該要融入各領域教學中。二、幼稚園教師能源教育教學行為的實踐程度佳，其中又以教學中鼓勵幼兒實施節能減碳行為得分最高。三、就幼稚園教師能源教育教學現況，多數老師由網路取得能源知識訊息，並以日常生活事件進行能源教學，活動進行方式以說故事為多。四、幼稚園教師之能源教育教學信念達顯著差異之背景變項包含所擔任職務、學歷、幼教老師合格證、參觀能源相關研習、教授能源相關課程、訪視能源相關機構、學校縣市、學校屬性、與接受經費補助。五、幼稚園教師之能源教育教學行為達顯著差異之背景變項包含年齡、年資、擔任職務、學歷、幼教老師合格證、參觀能源相關研習、教授能源相關課程、訪視能源相關機構、學校縣市、學校班級數、與接受經費補助。六、幼稚園教師在能源教育教學信念與教學行為均達顯著正相關。最後，根據本研究結果提出相關建議，以做為教育行政機關、學術研究單位、學校、幼稚園教師及未來研究者之參考。
This study aims to understand the current status of kindergarten teachers’ energy-education teaching beliefs and behavior, and the correlation among teachers’ teaching beliefs and behavior. In this study, a questionnaire, entitled “Teaching beliefs and behavior of kindergarten teachers in energy education”, was developed as a tool for data collection. The subjects include kindergarten teachers in Tainan City, Kaohsiung City, and Pingtung County. In the phase of data collection, 1,000 copies of the questionnaire were distributed and effective samples were 863 in total. Using the data collected, data analysis was conducted by descriptive statistics, independent sample t-test, single factor analysis of variance, Pearson correlation method. The findings of this study are as follows:1. Most of the kindergarten teachers of the study had positive teaching beliefs of energy education. The most agreeable common belief was that energy teaching should be integrated into the teaching of various fields.2. The kindergarten teachers of the study conducted good teaching practices in energy education. In particular, the highest score was associated with the teachers’ practice of encouraging young children in energy saving and carbon reduction. 3. Most of the kindergarten teachers obtained knowledge and information related to energy education from the network, and mostly conducted their energy-education teaching through daily-life events and provided activities in the form of story-telling.4. Teachers’ energy-education teaching beliefs were found to be statistically different with respect to such background variables as teachers’ positions, education, certification, participation in energy-related study, teaching of energy-related courses, visits on energy-related organizations, school locations, school attributes, and financial support. 5. Teachers’ energy-education teaching behavior was found to be statistically different with respect to such background variables as teachers’ ages, seniority, positions, education, certification, participation in energy-related study, teaching of energy-related courses, visits on energy-related organizations, school locations, number of classes, and financial support. 6. The correlation among teachers’ energy-education teaching beliefs and behavior was found to be positive and statistically significant. Finally, based on the results of the study, suggestions were proposed for education administration organizations, academic research institutes, schools, kindergarten teachers and researchers.
碩士
建立日期: 2012
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/799
資源來源: NUTN IR

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幼稚園教師對能源教育教學信念與教學行為之探究

王儷蓁; Wang, Li-chen 吳麗媛; Li-yuan Wu; 幼兒教育學系碩士班 2012

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