防核災教育融入國中地理教學之研究

Abstract

核子事故最令人們擔憂的是輻射物質所帶來的威脅，面對核災時能採取正確的因應措施，並在掩蔽或疏散時找尋正確的地點和路線才能保護自己，加上輻射物質的擴散受到風向、地形、距離等因素影響，因此本研究將防核災教育融入地理教育，與國中地理教學中的空間思考和地圖技能做結合，設計出一份核災防護教育教案。本研究先透過廣泛的蒐集，經由文獻整理以及前往政府相關機構請教核災防護專家來確立核災防護的重要概念，歸納出防核災教育的學習目標後，再進一步設計本研究的教案及檢驗工具。完成研究工具之後，再透過教學實驗來分析防核災教育融入國中地理教學的成效。 本研究採用量化分析，將教學實驗的前測和後測分數以「威爾克森成對符號等級檢定」(Wilcoxon matched-pairs signed-rank test)檢測是否有顯著差異，本研究結果發現，在核災防護的知識、技能、態度方面皆有顯著提升，顯示此教學活動能提升學生的核災防護能力。此外，本研究於教學實驗過了四個月之後實施延宕測驗，並將延宕測與前測、延宕測與後測以「威爾克森成對符號等級檢定」檢測是否有顯著差異，分析後發現核災防護的知識、技能方面，延宕測分數顯著高於前測分數，但顯著低於後測分數，表示此教學活動有助於提升學生核災防護知識與技能，但需有持續的教學才能維持效果。態度方面的延宕測分數與前測分數沒有顯著差異，但延宕測分數顯著低於後測分數，表示教學活動後仍需持續提醒學生對核災保持警覺性。 本研究得到下列結論：教學前國中生核災防護知識與技能不足、教學前國中生核災防護態度已呈現正向、國中生能依據不同核災程度採取應變措施、國中生可在核災發生時使用地圖找出疏散路線、防核災教育教案實施後仍需持續教學才能維持效果、防核災教育融入國中地理教學具有成效。本研究建議我國防災教育課程未來應增加防核災教育的內容，並建議未來可採用協同教學的方式，融入地理、理化、健教科目之中；目前我國防災應變多由政府負責規劃與執行，人民為被動的角色，本研究改以「由下而上」的方式，讓民眾具有核災防護的能力，再配合政府的救災機制，希望能有助於減低核災造成的傷害。 What concerns people the most about nuclear accidents is the threat of radiation. When a nuclear accident occurs, people must take the right measures as well as find out the right place and the route to it as they shelter and disperse in order to protct themselves from the disater. Inasmuch as the spread of radiation is influenced by factors such as wind direction, terrain, and distance, this study links geography teaching with nuclear disaster prevention, taking into account spatial thinking and map skills and designing a lesson plan of nuclear disaster prevention. This study collects comprehensive literature from this field, seeks guidance from nuclear disaster protection experts from the government, builds learning objectives of nuclear disaster prevention, and develops the lesson plan and test tools. The performance of integrating nuclear disaster prevention into junior high school geography teaching is then analysied by a teaching experiment. This study adopts quantitative analysis. “Wilcoxon Matched-pairs Signed-rank Test” is used to understand whether there was a significant difference in students’ ability to protect themselves from nuclear disaster before and after the teaching experiment. The pre-test and post-test socres on the teaching experiment show students’ knowledge, skills, and attitudes on nuclear disaster protection have significantly improved after the teaching experiment, demonstrating that this teaching activity will enhance students' ability to protect from nuclear disaster. Furthermore, this study implements a delayed post-test four months after the teaching experiment. “Wilcoxon Matched-pairs Signed-rank Test” is used to understand whethere there is any difference between the pre-test, post-test, and dealyed post-test scores. It is found in the teaching experiment that the delayed post-test socre is obviously higher than the pre-test, showing that students’ knowledge and skills on nuclear disaster protection have significantly improved; however, the delayed post-test score is much lower than the post-test score, both of which indicate that this teaching activity has enhanced students' knowledge and skills on nuclear disaster protection, but it needs continuous teaching to maintain the effect. On the other hand, the delayed post-test and the pre-test socres in the teaching experiment demonstrate there is no obvious difference on students’ attitudes towards nuclear disaster protection, but the delayed post-teset score is much lower than the post-test socre, indicating that students need to be continuously reminded to maintain their alertness towards nuclear disaster. The study was six conclusions. First, junior high school students’ nuclear disaster protection knowledge and skills is insufficient before the teaching. Second, most of the students possess a positive attitude before the teaching. Thirdly, the junior high school students to take emergency measures in accordance with different levels of nuclear disaster. Fourth, the junior high school students can use the map to find evacuation routes in a nuclear disaster. Fifth, the integration of prevention education of nuclear accident still needs to continue teaching in order to maintain the effect. Sixth, the integration of prevention education of nuclear accident into junior high school geography is effective. As a result, it is proposed national disaster prevention education add nuclear security education into the original programs. However, teachers of geography, physics and chemistry, and health education can work together to teach. Currently, almost all disaster prevention and response are implemented by the government, whereas people are relatively passive. This study apply the “bottom-up” approach in the hope of people equipped with the ability of nuclear disaster protection. In addition to government’s disaster response mechanism, hopefully, the damage caused by nuclear disaster would be reduced.