細懸浮微粒教學對大專生之知識、環境敏感度、態度與行為意圖的影響

Abstract

本研究旨在探討研究者所發展的「細懸浮微粒教學課程」對於大專生的「PM2.5知識」、「環境敏感度」、「PM2.5防治態度」以及「PM2.5防治行為意圖」之介入影響。本研究以臺灣北部某2所大學修課學生為施測對象，各選取某一門課作為實驗組與對照組，其中對實驗組進行本研究發展之細懸浮微粒教學介課程。本研究採問卷調查，分別對實驗組、對照組進行前後測，比較實驗組與對照組間的差異，以及課程教學介入之前後測的不同，並使用t檢定來進行統計分析，本研究重要結果如下： 一、細懸浮微粒教學課程介入前，施測對象在PM2.5知識、環境敏感度、PM2.5防治態度以及PM2.5防治行為意圖方面皆略高於中間值，表示施測對象針對上述變項均趨積極、正向。 二、細懸浮微粒教學課程介入後，實驗組與對照組之後測分數均高於前測分數，但未達顯著水準，只有實驗組在PM2.5知識方面有顯著提升。 三、實驗組在教學介入後的PM2.5知識顯著優於對照組，其餘皆未達顯著水準。This study aimed to evaluate the effectiveness of PM2.5 intervention curriculum among college students of in northern Taiwan. Research objects enrolled in two northern Taiwan’s colleges and divided into experimental group and control group. Only the experimental group had the PM2.5 curriculum intervention. Both experimental group and control group used pre-test and pro-test questionnaires survey before and after the PM2.5 curriculum intervention where the control group did not conduct intervention. Statistics of t-test was conducted for data analysis. The main result of this research were as follows: (1) Before the PM2.5 curriculum intervention, the subjects' knowledge of PM2.5, environmental sensitivity, PM2.5 prevention attitude, and PM2.5 prevention behavior intention were above median. (2) After the PM2.5 curriculum intervention, the scores of the experimental group are all higher than that of the control group in knowledge of PM2.5, environmental sensitivity, PM2.5 prevention attitude, and PM2.5 prevention behavior intention. But only the experimental group showed significant improvement in knowledge. (3) After the PM2.5 curriculum intervention, the effectiveness of environmental knowledge of the experimental group showed significant improvement.