師資培育大學細懸浮微粒教學介入成效探討

本研究旨在發展一套針對師資培育大學生之細懸浮微粒教學介入課程，並探討該介入課程之成效。本研究採方便取樣（convenience sampling），以臺灣北部某師資培育大學104學年度上學期修課學生為樣本，各選取某一門課作為實驗組與對照組，其人數皆為33人，實驗組接受本研究設計之細懸浮微粒教學介入課程。本研究採問卷調查進行前後測，比較實驗組與對照組間的差異，以及教學介入之前後測的不同，並以t檢定來進行資料的統計分析，本研究重要結果如下：一、細懸浮微粒教學介入前，研究對象在PM2.5知識方面，「PM2.5的認識」答對率61.2%、「PM2.5的危害」答對率56.3%、「PM2.5的污染源」答對率53.7%、「PM2.5的日常生活預防」答對率63.7%、「PM2.5的品質標準」答對率58.1%、「PM2.5的品質預警」答對率54.8%；在環境敏感度方面偏高；在PM2.5防治態度方面偏正向；在PM2.5防治行為意圖方面偏正向。二、細懸浮微粒教學介入後，實驗組PM2.5知識、環境敏感度、PM2.5防治正向態度、PM2.5防治行為意圖均顯著提升；對照組僅在PM2.5知識顯著提升。三、細懸浮微粒教學介入後，在PM2.5知識、環境敏感度、PM2.5防治態度及PM2.5防治行為意圖各面向中，實驗組均顯著高於對照組。四、全體研究對象教學介入前之PM2.5防治行為意圖與知識、環境敏感度、PM2.5防治態度間，皆具顯著正相關，表示研究對象PM2.5知識越豐富、環境敏感度越正向、PM2.5防治態度越積極，其PM2.5防治行為意圖也越強烈。五、實驗組前測之PM2.5防治行為意圖，只有與PM2.5防治態度達到顯著正相關，經細懸浮微粒教學介入後，其PM2.5防治行為意圖與環境敏感度、PM2.5防治態度間，皆具顯著正相關，表示環境敏感度越正向、PM2.5防治態度越積極，其PM2.5防治行為意圖也越強烈。六、實驗組前測只有PM2.5防治態度變項可解釋PM2.5防治行為意圖之變異量20%，而後測環境敏感度及PM2.5防治態度變項共可解釋PM2.5防治行為意圖之變異量為71%。建議之後的研究者擴大研究對象，針對不同的研究對象做教學內容的修改與微調，將細懸浮微粒的衛教推動普及化。

關鍵字

PM2.5知識；師資培育大學生；細懸浮微粒；教學介入

並列摘要

The purpose of this study was to evaluate the effectiveness of PM2.5 intervention curriculum among students of an university of teacher education. This study used convenience sampling to select 2 classes of college students (one class for experimental group, and the other class for control group) in National Taiwan Normal University in Taipei to conduct the education intervention. There are 33 students in each of the groups, and only the experimental group had the PM2.5 curriculum intervention. The study used questionnaires survey in pre-test and pro-test before and after the PM2.5 curriculum intervention. Statistics of t-test was conducted for data analysis. The main research findings were as follows: (1) Before the education intervention, the subjects' knowledge of PM2.5 indicated as the correct rate on each section of the questionnaires were: 61.2% for “the cognition of PM2.5”, 56.3% for “the hazard of PM2.5”, 53.7% for “the pollution source of PM2.5”, 63.7% for “the prevention of PM2.5 in daily life”, 58.1% for “the quality standard of PM2.5”, and 54.8% for “the quality warning of PM2.5”. Subjects were positive in environmental sensitivity, PM2.5 prevention attitude, and PM2.5 prevention behavior intention. (2) The experimental group showed significant improvement in knowledge, environmental sensitivity, and prevention attitude (prevention behavior intention also improved, but not significant) of PM2.5 after the education intervention. Additionally, the control group showed significant improvement only in knowledge of PM2.5. (3) The scores of the experimental group are all significantly better than that of the control group in knowledge, environmental sensitivity, prevention attitude and prevention behavior intention after the education intervention. (4) Subjects’ knowledge, environmental sensitivity and prevention attitude are significantly positive correlated with prevention behavior intention of PM2.5 before the education intervention. Subjects’ knowledge, environmental sensitivity and prevention attitude can significantly predict their prevention behavior intention of PM2.5. (5) Before the education intervention, the experimental group showed positive correction between the prevention attitude and the prevention behavior intention of PM2.5. After the education intervention, there are environmental sensitivity and prevention attitude significantly positive correlated with the prevention behavior intention of PM2.5. (6) The prevention attitude of the experimental group can significantly predict the variance of prevention behavior intention of PM2.5 by 20% in the pre-test. After the education intervention, experimental group’s environmental sensitivity and prevention attitude can significantly predict the variance of prevention behavior intention of PM2.5 by 71%. It is encouraging to see more related study expanding to different education levels in the future. Modification should be made to fit other level of education.