能源國家型人才培育自由導向整合型計畫
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Date
2010-05-31
Authors
王如哲
黃月純
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Abstract
「節能減碳」的概念包括能源節約與二氧化碳減量，以有效運用能源並緩和全球暖 化問題。美國於1980 年訂定了「國家能源教育發展方案」；日本自1986 年實施能源教 育；歐盟推動「能源效率資訊教育暨訓練方案」；我國也在1996 年由行政院將「推動教 育宣導」列入當前能源政策。為了落實全球「節能減碳」之人民素養，推動「節能減碳 教育」甚為關鍵。據此，本計畫之研究目的包括：(1)瞭解各國節能減碳教育政策；(2) 分析各國節能減碳學校實施案例；(3)規劃與設計我國節能減碳案例課程；(4)執行與評 估我國學校節能減碳案例課程實施成效。 與節能減碳教育有關之理論一是知識與技能直接取得有關之教育模式；另一是係源 自於態度理論的心理學模式，包括「方案本位學習」，強調兒童分析情境，尋找答案並 提出解決對策，以及「承諾教學法」則鼓勵個體承擔責任並改變行為，並且能內化節能 減碳教育的價值。 為了達成上述研究目的，第一年透過文件分析整理各國節能減碳教育的有關政策與 學校實施案例，然後運用比較研究，將研究結果做為第二年規劃與設計我國節能減碳課 程案例參考，第二年主要採行動研究規劃與設計節能減碳案例課程；第三年則使用實驗 研究法以利節能減碳案例課程之執行與成效評估。
The concept of “energy saving, carbon reduction” is composed of saving energy and reducing carbon dioxide so as to achieve effective use of energy and cope with the problem of global warming. National Energy Education Development Program was enacted in 1980 in the USA, energy education has being implemented in Japan since 1986, Energy Efficiency Information Education and Training Programs are currently in place in European Union, and education guidance for energy awareness has become one of the components of energy policy from 1996 in Taiwan. It is essential to implement energy saving, carbon reduction education for the improvement of global citizens’ energy awareness. The purposes of this research project are below: 1) to look at education policies of energy saving, carbon reduction across countries; 2) to examine education programs relating to energy saving, carbon reduction in schools; 3) to plan and design curriculum for energy saving, carbon reduction in schools; 4) to implement and assess the effects of implementation of curriculum for energy saving, carbon reduction in schools. On the teaching-learning process, two approaches can be considered for energy saving, carbon reduction education which are educational models, relating to the direct acquisition of knowledge and skills, and psychological models such as project-based learning commitment pedagogy, drawn from the theory of attitude. For the above purposes, documentary analysis and comparative research will be employed to indentify the existing educational policies on energy saving, carbon reduction and their relevant programs in schools across countries in the first year of this project. Then it is followed by the plan and design of curriculum for energy saving, carbon reduction education through the use of action research in the second year of this research project. By the Application of method of experiment the effect of implementation of curriculum for energy saving, carbon reduction education will be assessed in the third year. Based on the findings, it is expected that conclusions and recommendations for the improvement and enhancement of implementing energy saving, carbon reduction education in Taiwan can be made in this research project.
The concept of “energy saving, carbon reduction” is composed of saving energy and reducing carbon dioxide so as to achieve effective use of energy and cope with the problem of global warming. National Energy Education Development Program was enacted in 1980 in the USA, energy education has being implemented in Japan since 1986, Energy Efficiency Information Education and Training Programs are currently in place in European Union, and education guidance for energy awareness has become one of the components of energy policy from 1996 in Taiwan. It is essential to implement energy saving, carbon reduction education for the improvement of global citizens’ energy awareness. The purposes of this research project are below: 1) to look at education policies of energy saving, carbon reduction across countries; 2) to examine education programs relating to energy saving, carbon reduction in schools; 3) to plan and design curriculum for energy saving, carbon reduction in schools; 4) to implement and assess the effects of implementation of curriculum for energy saving, carbon reduction in schools. On the teaching-learning process, two approaches can be considered for energy saving, carbon reduction education which are educational models, relating to the direct acquisition of knowledge and skills, and psychological models such as project-based learning commitment pedagogy, drawn from the theory of attitude. For the above purposes, documentary analysis and comparative research will be employed to indentify the existing educational policies on energy saving, carbon reduction and their relevant programs in schools across countries in the first year of this project. Then it is followed by the plan and design of curriculum for energy saving, carbon reduction education through the use of action research in the second year of this research project. By the Application of method of experiment the effect of implementation of curriculum for energy saving, carbon reduction education will be assessed in the third year. Based on the findings, it is expected that conclusions and recommendations for the improvement and enhancement of implementing energy saving, carbon reduction education in Taiwan can be made in this research project.