數位學習對技專院校學生能源科技與環境永續素養之研究

A Research of University Students in the Literacy of Energy Technology and Environmental Sustainability by E-Learning

林俞含(Yu-Han Lin)

指導教授 ： 陳建州

嶺東科技大學/管理學院/國際企業研究所/碩士(2011年)

https://doi.org/10.6823/LTU.2011.00044

摘要

本研究旨在探討數位學習對技專校院學生能源科技與環境永續素養之研究。首先探討及分析能源科技素養、環境永續素養、及數位學習對學生學習成效之相關文獻。本研究之工具包括：「學習態度量表」、「學習診斷量表」、「學習成就測驗量表」、「數位學習認知負荷量表」、「數位學習教材」等；並以「嶺東科技大學」通識教育學程之「科技與社會」課程，共二班103人為教學實驗對象；所得資料除建立描述性統計資料外，並以單因子變異數分析、獨立樣本t檢定、相關分析、及迴歸分析等統計方法，進行考驗各項研究假設。研究結果顯示以下六點結論：一、不同教學實驗分組之受測學生在能源科技與環境永續整體學習成就上具有正向顯著影響之差異存在。二、不同教學實驗分組之受測學生在能源科技與環境永續能力素養態度上具有正向顯著影響之差異存在。三、認知負荷中之「時間負荷」與「表現程度」對能源科技與環境永續學習成就具有顯著預測力。四、認知負荷中之「心智負荷」對能源科技與環境永續能力素養態度具有顯著預測力。五、學習態度診斷中之「學習主動性」與「學習焦慮」對能源科技與環境永續學習成就具有正向的預測作用。六、學習態度診斷中之「學習信心」對能源科技與環境永續能力素養態度具有正向的預測作用。

關鍵字

能源科技 ； 環境永續 ； 數位學習 ； 認知負荷

並列摘要

The purpose of this research was to understand the literacy by E-learning to the university students in the course of Technology and Society (T & S). Researchers would start to study and analyze the related references of energy technology literacy and environmental sustainability literacy and e-learning. The following researcher tools are using in this unequal group quasi-experimental teaching through Webct digital learning class of T&S: learning attitude scale, learning diagnosis scale, learning achievement test scale, digital learning cognitive load scale. The subjects were two classes of university’s students in Ling Tung University in Taichung City. And "Technology and Society" general education courses to the questionnaire sample by 103 students. All the data would be analyzed by statistical methods such as one-way Analysis of Variance (ANOVA), T-test, Correlation Analysis, and Multiple Regression Analysis were conducted to analyze the data. The conclusions of this research were as follows: 1. In the different teach group, a significant difference in the T & S’s learning achievement was seen. 2. In the different teach group, a significant difference in the T & S’s ability literacy of attitude was seen. 3. There was part significant predictive ability with T & S’s learning achievement in the cognitive load’s time load and showed level. 4. There was part significant predictive ability with T & S’s ability literacy of attitude in the cognitive load’s mental load. 5. There was part significant predictive ability with T & S’s learning achievement in the learning diagnosis’s initiative study and anxious study. 6. There was part significant predictive ability with T & S’s ability literacy of attitude in the learning diagnosis’s study confidence.

並列關鍵字

Energy Technology ； Environmental Sustainability ； E-Learning ； Cognitive Load

參考文獻

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