- 會議論文
國小中年級能源素養課程開發及實施成效之行動研究
Action research on the development and implementation effectiveness of energy literacy curriculum in elementary and middle grades
摘要
研究背景：2020修訂發布之十二年國民教育課程綱要，清楚羅列十九項議題，其中能源教育議題應帶出有關能源意識、能源概念、能源使用、能源發展、行動參與。研究目的：課程內容以「源」來如此為主題設計，以能源教育素養課程實施，希望提升學生於日常生活中的能源行動實施成效。研究方法：本研究有關能源課程編寫，研究者主要參考能源教育總資源中心課程設計，且對應十二年國民基本教育課程綱要並融入能源議題，經過改編符合在地學生的學習及教學目標使用。本研究採用行動研究法，在課堂中以遊戲方式進行能源教學，提升學生在能源上的科技素養。實施能源教育教學活動歷程，經由教學觀察、學生學習單、協同教學者的觀課紀錄、教學日誌等多樣方式進行資料蒐集、探討與分析，藉此瞭解行動方案過程中「課程設計與發展」、「學生學習表現」和「教師專業成長與省思」。研究結果：（1）利用前、後測的學生學習檢測資料，採相依樣本t檢定進行驗證，發現學生對於能源知識的認知結果有顯著的學習成效（2）透過遊戲方式教學，引發學生對生活情境中，實際付諸節約能源行動。研究結論：本研究透過教學歷程的紀錄與省思，對於能源教育課程提出具體建議，以供未來相關教學者或研究者參考。
並列摘要
Background: Curriculum Guidelines of 12-Year Basic Education guidelines which were revised in 2020 clearly list 19 topics, among which energy education issues should bring out awareness of energy, energy concepts, energy use, energy development, and action participation. Purpose: The curriculum content is designed around the theme of "energy sources" and implemented through energy education literacy courses, with the aim of enhancing students' effectiveness in implementing energy actions in their daily lives. Methods: This study focuses on the development of the localized energy curriculum and the implementation of energy education through action research. The researcher refers to the curriculum design of the Energy Education Resource Center, which is integrated with the 12-year national basic education curriculum and adapted to the learning and teaching objectives of local students. In the classroom, energy education is conducted in the form of games to enhance students' technological literacy in the field of energy. During the research process, data were collected and analyzed through various methods, including teaching observation, student learning sheets, collaborative teaching records, and teaching journals. Through these methods, the researcher examined the "curriculum design and development", "student learning performance", and "teacher professional growth and reflection" during the implementation of the action plan. The aim of this study is to increase students' awareness and understanding of energy issues, as well as promote their development in technological literacy. At the same time, the researcher also pays attention to the professional growth and reflection of teachers in the process of implementing energy education activities. Through this study, it can provide references for educators in developing energy curricula and implementing energy education activities. Research Findings: 1. By using pre- and post-test student learning assessment data and conducting Paired Sample t-test for verification, it was found that students had significant learning outcomes in their knowledge of energy. 2. Teaching through Gamification of Learning triggered students to take actual energy-saving actions in real-life situations. Conclusions: Through recording and reflection on the teaching process, the researcher proposes specific recommendations for the energy education curriculum, which can serve as a reference for future teaching practitioners or researchers in this field.