細懸浮微粒（PM_(2.5)）防治動畫教育介入研究－以臺北市某高中為例

本研究旨在探討針對高中生所發展之細懸浮微粒（PM_(2.5)）防治動畫教育介入課程，對於高中生之PM_(2.5)防治知識、環境敏感度、PM_(2.5)防治態度、PM_(2.5)防治自我效能及PM_(2.5)防治行為意圖之影響，並瞭解該課程之介入成效。研究採準實驗設計，以臺北市某所國立高中之學生為研究對象，實驗組人數為106名，對照組人數為114名，共計220名學生，其中僅針對實驗組進行PM_(2.5)防治動畫教育介入。本研究之結果如下：一、介入前，研究對象之PM_(2.5)防治知識、環境敏感度、PM_(2.5)防治態度、PM_(2.5)防治自我效能與PM_(2.5)防治行為意圖，皆有中上程度之表現。二、介入後，實驗組在PM_(2.5)防治知識、環境敏感度、PM_(2.5)防治態度、PM_(2.5)防治自我效能與PM_(2.5)防治行為意圖上皆有顯著提升，且顯著高於對照組。三、介入前與介入後，PM_(2.5)防治行為意圖與PM_(2.5)防治知識、環境敏感度、PM_(2.5)防治態度及PM_(2.5)防治自我效能間，皆達顯著正相關。四、介入後，PM_(2.5)防治態度及PM_(2.5)防治自我效能可解釋PM_(2.5)防治行為意圖之預測力為84.6%，其中又以PM_(2.5)防治自我效能最具影響力。

關鍵字

高中生；細懸浮微粒（PM_(2.5)）；動畫影片；教育介入

並列摘要

The purpose of this study was to explore the effectiveness of the educational intervention with PM_(2.5) prevention animation course developed for high school students. PM_(2.5) prevention knowledge, environmental sensitivity, PM_(2.5) prevention attitude, PM_(2.5) prevention self-efficacy and PM_(2.5) prevention behavior intention were investigated before and after the educational intervention. The quasi-experimental design was adopted. Participants were students enrolled in a public high school in Taipei. A total of 220 students participated in this study where the experimental group (106 students) intervened with PM_(2.5) prevention animation education and the control group (114 students) did not have any intervention. The results of this study were as follows: 1. The participants had moderate to upper level of the PM_(2.5) prevention knowledge, environmental sensitivity, PM_(2.5) prevention attitude, PM_(2.5) prevention self-efficacy and PM_(2.5) prevention behavior intention in pre-test. 2. After intervention, the experimental group had significant improvement in PM_(2.5) prevention knowledge, environmental sensitivity, PM_(2.5) prevention attitude, PM_(2.5) prevention self-efficacy and PM_(2.5) prevention behavior intention. The experimental group had better scores in all above mentioned items than the control group. 3. PM_(2.5) prevention behavior intention were positively correlated with PM_(2.5) prevention knowledge, environmental sensitivity, PM_(2.5) prevention attitude and PM_(2.5) prevention self-efficacy in both pre-test and post-test. 4. PM_(2.5) prevention attitude and PM_(2.5) prevention self-efficacy explained 84.6% of the variation of PM_(2.5) prevention behavior intention after intervention, where self-efficacy was the most powerful predicting parameter.

並列關鍵字

high school students ； PM_(2.5) ； animation ； educational intervention

參考文獻

周維倫、曾治乾、葉國樑、黃禎貞、石玲如(2018)。高中生細懸浮微粒防治行為意圖及相關因子之研究。科學教育學刊，26(2)，頁123-147。doi:10.6173/cjse.201806_26(2).0002

唐貺怡、周淑嬌、黃凱羚、葉國樑、黃禎貞、唐孝蘭、石玲如(2009)。國中生環境行為意圖及相關因素研究一以臺北縣某國中學生為例。學校衛生，54,頁51-67。doi: 10.30026/cjsh.200906.0003

莊博閔、曾治乾、黃禎貞、葉國樑(2011)。北縣某國中學生綠色消費與環境敏感度之調查研究。學校衛生，58，頁27-44。doi: 10.30026/cjsh.201106.0002

鄭尊仁、林宜平、雷侑蓁(2006)。奈米科技的健康風險管理。臺灣公共衛生雜誌，25(3)，頁169-176。doi: 10.6288/tjPh2006-25-03-01

謝百淇、曾靜雯、陳繼成、吳景達(2018)。大學生對PM_ (2.5)空氣汙染的態度與認知之研究。環境教育研究，14(2)，頁57-90。doi: 10.6555/jeer.14.2.057

主題瀏覽