再生能源創新教材對國小教師之增能成效分析－以台中市大里區智類國小教師為例

Empowerment Effect Analysis of Innovative Teaching Materials for Renewable Energy on Elementary School Teachers: Taking Some Large-scale Elementary Schools in Dali District of Taichung City for Example

高燕錚(Yen-Cheng Kao)

指導教授 ： 王順成 ； 白子易

朝陽科技大學/理工學院/環境工程與管理系/碩士(2013年)

摘要

隨著環境變遷，全球致力開發新能源之際，學校的再生能源教育益顯重要。如何為第一線教學者提供更精闢的教材，讓國小教師將太陽能、風力能、生質能、以及其他再生能源的發電原理、目前現況、優缺點帶入課堂學習，共同呼應環境教育的理念。

本研究針對九年一貫學習領域之課綱能力指標及課程核心概念，並參考再生能源相關文獻資料，以及諮詢教授的審查意見，研發國小教師「再生能源」之創新教材。同時配合專家內容效度指標，篩選適合國小教師相關題目，而設計增能成效之問卷。以台中市大里區之智類國小教師為研究對象，進行施教前後的評量，以SPSS統計軟體進行問卷資料分析，探討本教材增能成效的差異性與顯著性。

其目的在於：分析國小教師使用增能教材前所具備的知識，及其使用後知識的提升程度，並發現其迷思與不足之處。進一步根據研究結果提出具體建議，供未來研究者之參考。

本研究之結果與建議：

1. 在使用創新教材前，國小教師在四個面向的平均答對率均超過五成以上，顯見多年來實施之基礎再生能源教育已略見成效。但是在太陽能的發電原理、風力發電技術、生質能的應用原理和發展現況與優缺點、以及海潮發電的應用原理等之答對率均低於三成。顯示國小教師對於再生能源的基礎專業概念之先備知識，較為缺乏或陌生。

2. 在使用創新教材後，四個面向的平均答對率均超過九成以上，皆提高了近乎三成左右。對於前述所提到較為不足迷失之處，亦明顯呈現大幅度的增能成效，分別提升了0.4 , 0.67, 0.63 , 0.53。顯見本創新教材，對於國小教師提升再生能源的知識程度，確實有所幫助。

3. 由「獨立樣本t檢定」與「成對樣本t檢定」分析前後測之總分，皆達到顯著差異。顯示國小教師在實施本創新教材後，對於再生能源之四大面向的相關知識，具有顯著的增能成效。

4. 建議相關單位或團體組織，對再生能源教材研發之成果應繼續積極執行推動，特別在國小教師的基礎紮根部份。對國小教師的迷思與不足之處，亦需要增進給予提供相關的能源資訊與授課資源。同時，建議後續研究者應配合與時俱進的能源科技發展和產業結構的變化，對於再生能源領域的教材內容，惠予適時適量的調整更新及增進創新。

關鍵字

增能成效 ； 創新教材 ； 再生能源 ； 能源教育

並列摘要

With changes in the environment and the world working hard to develop new energy, renewable energy education in schools has also become important. An important task is how to provide better instructional materials for frontline educators, so that elementary school teachers can incorporate solar energy, wind energy, biomass energy, and the generation principles, current conditions, strengths and weaknesses of other renewable energy into classrooms, to respond to the ideal of environmental education.

This study developed the innovative teaching materials of “renewable energies” for elementary school teachers according to the competence indicators and curriculum core concepts of the learning fields of Grade 1-9 curriculum, data from renewable energy-related studies and the review comments from consulting professors. In addition, the study selected relevant questions suitable for elementary school teachers according to the expert content validity index to design the questionnaire with increased effectiveness. This study selected the teachers at a certain large-scale elementary school in Tali Township, Taichung City as the subjects to assess the effectiveness before/after the implementation of teaching. This study used the SPSS statistical software to analyze the questionnaire data and investigate the difference and significance of the increased effectiveness of teaching materials.

The purpose was to analyze the knowledge of elementary school teachers before using the instructional materials to increase efficacy, and the level of elevation in knowledge after usage. This study attempted to find the myths and insufficiencies in the concepts of elementary school teachers with regards to renewable energy, further providing concrete suggestions based on the research results as reference for future writing of instructional materials.

The research results and suggestions are as follows:

1. Before the use of innovative teaching materials, the average correct response rate of elementary school teachers in the four dimensions was 50% and above, suggesting that the fundamental education of renewable energies implemented for many years has achieved effectiveness. However, the correct response rate in solar power generation principle, wind power generation technology, application principle, current status and advantages/disadvantages of biomass energy and application principle of tidal energy generation was lower than 30%. It could be inferred that elementary school teachers were deficient in or unfamiliar with the prior knowledge of fundamental and professional concepts of renewable energies.

2. After the use of innovative teaching materials, the average correct response rate in the four dimensions was 90% and above, which nearly increased by 30%. For the deficiencies mentioned above, there was also a significant increase in effectiveness. The effectiveness increased by 0.4, 0.67, 0.63 and 0.53, respectively, suggesting that the innovative teaching materials indeed help improve elementary school teachers’ knowledge of renewable energies.

3. The “independent sample t test” and “paired sample t test” showed that there was a significant difference in the total score between the pre-test and post-test. It could be inferred that, after the implementation of the teaching of the innovative teaching materials, elementary school teachers’ knowledge concerning four major dimensions of renewable energies significantly increased.

4. Relevant units, groups or organizations are advised to continuously and aggressively promote the R&D of teaching materials of renewable energies, especially the fundamental knowledge of elementary school teachers. To make up the deficiencies of elementary school teachers, it is also necessary to increase the provision of relevant energy information and curriculum information. Moreover, the follow-up studies are advised to respond to the changes in development of energy technology and industrial structure to properly adjust, update, enhance and innovate the content of teaching materials in the field of renewable energies.

並列關鍵字

Innovative teaching materials ； Renewable energies ； Energy education ； Increase in effectiveness

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