國中學生全球暖化與節能減碳 教學模組之研發

Abstract

本研究旨在瞭解國中學生環境認知、態度及行為的表現情形，並藉由節能減碳議題融入課程之所設計之教學模組，探討節能減碳議題對國中七年級學生節能減碳認知、態度及行為意向的影響，並探討不同行為意向水平的學生在節能減碳認知與態度的表現上有何差異。以東部某國中國中七年級共105名為研究對象，設計全球暖化與節能減碳議題融入教學模組並實際教學，以「國中學生節能減碳的環境認知、態度及行為調查問卷」為研究工具，在節能減碳議題教學活動前、後進行評測，並將前測、後測資料進行統計分析。根據研究工具評測結果，得重要結論如下： 1. 學生的全球暖化與節能減碳訊息來源以媒體和老師為主，故本研究以教師蒞校進行教學模組推廣教學，以期收最大教學成效。 2. 本研究之生物專業社群開發了節能減碳教學模組，模組內容包含九個教案，圍繞「綠色能源」、「能源教育」、「非核家園」與「防治能源生產與使用過程所造成之污染」四大主題，教學時數十二小時。在進行過課程後，東部某國中七年級學生的環境認知及環境行為意向前、後測有顯著差異，且後測表現優於前測表現，即節能減碳議題融入課程之教學可以提升學生的環境認知與環境行為意向表現。而學生的環境態度則沒有顯著差異。 3. 國中七年級學生的環境認知與環境態度、環境認知與環境行為意圖間有顯著正相關，即環境認知較高的學童，其環境態度與行為意向亦較為積極。在接受節能減碳議題融入課程之教學後，學童的環境認知與環境態度間有顯著正相關，即環境認知較優的學童其環境態度亦較為積極。 4. 以行為意向的高低來做分群，探討行為意向不同的學生，在知識與態度上的表現，行為意向愈積極，其節能減碳的知識與態度亦愈佳 根據研究結果與結論，就全球暖化與節能減碳議題融入課程教學活動、國中節能減碳教育的實施及未來研究提出建議。The purpose of this study is to understand the performance of environmental knowledge, attitude, and behavior of junior high school students. By the way of designing global warming and saving energy teaching modules which integrated in the curriculum, we intended to explore how the issues of saving energy and reducing carbon impacted on the knowledge, attitude and behavioral intentions of seventh grade junior high school students. Moreover, we also wanted to explore the difference in different levels of behavioral intention students’ performance among energy saving and carbon reducing knowledge and attitude. In this research, we developed global warming and saving energy teaching modules and a questionnaire was used as the research tool, and stratified systematic sampling was employed to sample the junior high school students in eastern Taiwan. We analyzed the pre-test and post-test data .PASW Statistics 18 software was used to conduct descriptive statistics. According to the evaluation results of the research tools , the following results were concluded:

(1) The main information sources of global warming and carbon reduction are media and teachers. Therefore, we chose to hold those activities to enhance the teaching effectiveness. (2) The module contains nine lessons about "green energy", "energy education", "nuclear-free homeland" and "prevention and control of environmental pollutions by energy production process. Total teaching hours are twelve hours. The result revealed that there was significant difference between the pre-test and post-test grade of environmental knowledge and behavioral intention. And the post-test grade is better than the pre-test. It indicated the teaching modules enhance students’ environmental knowledge and behavioral intention. But there was no significant difference between the pre-test and the post-test in environmental attitudes. (3)After our lessons, seventh grade students’ environmental knowledge was positive related to environmental attitudes, the environmental knowledge was also related to environmental behavioral intention positively. The better environmental knowledge they have, the better environmental attitudes they own. (4)Base on students‘ environmental behavioral intention, we divided those students into three groups and discuss their performance. The better environmental behavioral intention they had, the better environmental knowledge and attitudes they owned. Based on the findings and conclusions we have, we can proposed some useful suggestions to global warming and carbon reducing education.