台北市國中自然與生活科技教師能源認知與態度之研究

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2005

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中文摘要 本研究主要的目的在探討台北使國中自然與生活科技教師的能源認 知程度與能源態度傾向。為達成研究目的,首先經由文獻探討及分析,瞭解有關教師的能源認知與態度等之相關理論,藉以建構本研究之理論基礎,並經由問卷調查進行資料蒐集。 本研究採自編的「能源認知量表」及「能源態度量表」為測量工具,並以台北市62所國中之288位自然與生活科技教師為調查樣本。資料分析採次數分配、百分比、平均數、標準差、t考驗、單因子變異數分析及薛費事後比較等統計方法。經由資料統計分析後,本研究獲致下列結論: 一、不同能源相關研習經驗之台北市國中自然與生活科技教師,其在能源認知程度上有顯著差異存在。 二、不同服務年資、任教科目及能源相關研習經驗之台北市國中自然與生活科技教師,其在能源認知程度上有顯著差異存在。 三、台北市國中自然與生活科技教師能源認知與能源態度之間未達顯著相關。 最後,針對研究發現與結論,分別就教師、學校、教育行政單位及後續研究等方面,提出建議,以作為推廣能源教育之參考。
Abstract The purpose of this study was to investigate energy cognition and energy attitude of science and living technology teachers of junior high schools in Taipei city. To fulfill these research purpose, literature review on theories of energy cognition and energy attitude was adopted to form the basis of this study. A questionnaire survey used to collect the empirical data. 288 science and living technology teachers randomly selected from 62 junior high schools in Taipei city, were asked to respond to two instruments: Energy Cognition Scale and Energy Attitude Scale by the researcher. The statistics procedures employed for the distribution of basic data were the frequency analysis, t test, Pearson’s product-moment correlations and analysis of variance. The conclusion of this research were as follows: 1. There exists obvious distinction in energy cognition for the differences of in-service training experience of nature science and living technology teachers of junior high schools in Taipei city. 2. There exists obvious distinction in energy attitude for the differences of teaching subject, service duration, in-service training experience of nature science and living technology teachers of junior high schools in Taipei city. 3. There was significant correlation between energy cognition and energy attitude of nature science and living technology teachers of junior high schools in Taipei city. Finally, some recommendations for teacher, school, education adminis- tration units and further study were suggested.

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自然與生活科技, 能源認知, 能源態度

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