高職學生節能減碳素養量表之發展

為使人類永續生存發展，每一國民應擁有節能減碳的素養（指基本必要的知識、技能及態度），因此有必要將節能減碳教育落實在中小學的課程與教學之中，使學生在高三（18歲）畢業時齊備這種素養。但是高職學生的節能減碳素養程度為何？有待設計量表加以了解，供做相關課程、教學與評量之參據。有鑑於此，本研究所設計之高職學生節能減碳素養量表循典型的量表設計流程：確定測量目的、編擬大量題目、決定測量格式、進行專家審閱、加入驗證效度用的題目、進行樣本預試、以及預試資料分析等步驟，最終設計出兼具信度與效度的高職學生節能減碳知識量表（38題）、行為量表（25題）及態度量表（19題），可供後續大量檢測高職學生節能減碳素養之用，以裨益高職節能減碳教育之落實。

關鍵字

全民素養；能源教育；高職學生；節能減碳

並列摘要

In order to ensure human sustainable development, everyone should possess energy-saving and carbon-emission-reduction (ESCER) literacy, which refers to fundamental and necessary knowledge, skills and attitude. Thus, ESCER education should be carried out in both elementary and secondary schools to enable all high school graduates to have ESCA literacy when they leave schools. It is necessary to develop an instrument to understand vocational-high-school students' ESCER literacy. This understanding can help the curriculum, instruction and assessment related ESCER education. Therefore, the purpose of this study was to develop an instrument to assess vocational-high-school student's ESCER literacy. The typical developmental procedures are as follows: identify the purposes of measurement, draft mass items, decide the format of measurement, conduct expert review, add items for validation, execute a pre-test, analyze the results of the pre-test and so forth. Consequently, a reliable and valid instrument to assess vocational-high-school students' ESCER literacy was developed. It totally consists of 82 items and are divided into the following three parts: knowledge (38 items), behavior (25 items), and attitude (19 items). This instrument can be utilized to widely assess vocational-high-school students' ESCER literacy to help the implement of the ESCER education in vocational high schools.

並列關鍵字

Literacy for all ； Energy education ； Vocational-high-school student ； Energy-saving and carbon-emission-reduction

國際替代計量

高職學生節能減碳素養量表之發展

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