能源創新教材對九年級學生之學習成效分析-以臺中市烏日區某國中為例

An Analysis of Engergy Innovative Teaching Materials on Ninth Graders' Learning Performance- Take a Junior High School in Wuri District of Taichung City in Taiwan for Example

楊雅珍(YA-CHEN YANG)

指導教授 ： 王文裕 ； 白子易

朝陽科技大學/理工學院/環境工程與管理系/碩士(2015年)

摘要

本研究旨在探討國中九年級學生實施能源創新教材教學之學習成效。以能源創新教材教學為「獨立變項」，探討其與「依變項」─問卷施測結果之間的關係，並進一步分析施測結果中實驗組與對照組學生在再生能源、非再生能源與節能減碳三向度中的表現情形。
本研究係採「能源創新教材」及「能源創新教材學習成效之分析測驗問卷」為工具，以臺中市烏日區某國中九年級學生為研究對象，將學生分為實驗組與對照組，在教學前後施測，根據施測所得之數據，使用SPSS軟體進行描述性統計、獨立樣本t檢定、成對樣本t檢定等統計分析，茲將研究果歸納如下：
一、九年級學生實驗組及對照組，在實施創新教材教學之前，能源知識向度平均答對率達69％，顯示九年級學生能源先備知識已具備一定水準。另外，學生在各向度表現都相當接近，以「再生能源」平均答對率77％最高；「非再生能源」平均答對率62％最低，顯示學生在「非再生能源」向度的知識仍有進步空間。
二、實施創新教材教學之後，實驗組學生在能源知識向度總答對率達87％，較教學前的68％明顯進步；而對照組學生則不進反退。由此得知，能源創新教材的應用對九年級學生能源知識之學習成果顯著，建議將此教材延伸至國中階段，將有助於學生能源知識的提升。
三、根據獨立樣本t檢定資料，前測三個面向及知識總分的p值均> 0.05，顯示實驗組與對照組在實施能源創新教材教學前之能源先備知識，未有顯著性差異；後測三個面向及知識總分之雙尾顯著性均< 0.05，已達顯著差異，即表示實驗組學生經能源創新教材教學後之能源知識明顯提升。
四、就實驗組前、後測成對樣本t 檢定得知，再生能源、非再生能源、節能減碳及知識總分各向度的雙尾顯著性均為0.000 < 0.05，已達顯著性差異。且其平均數分別為-2.44、-4.64、-3.26、-10.35，均為負值，後測平均數明顯提昇，可見學生對能源創新教材之學習成效佳，施行能源創新教材對於學生之能源知識的提昇確有顯著性效果。

關鍵字

能源教育 ； 能源創新教材 ； 學習成效

並列摘要

This study aimed at exploring the influence of energy innovative teaching materials on ninth graders. The data analysis of energy innovative teaching materials were used as an independent variable and the questionnaire was used as a dependant variable, further, to analyze ninth graders' learning performance in the experimental group and the control group respectively toward the three dimensions, renewable energy, non-renewable energy, and energy conservation and carbon reduction.
Energy innovative teaching materials and the Influence of Energy Innovative Teaching Materials toward Learning Performance questionnaire were used as the instruments to analyze the influence of energy innovative teaching materials for ninth graders. Ninth graders in Wuri district of Taichung City in Taiwan were the participants and they were divided into an experimental group and a control group. Questionnaire was given in a pre-test and a post-test, and the data were analyzed descriptively with the use of independent t-test and paired t-test of Statistical Product and Service Solutions （SPSS） software. The results were in the following:
1. Before the implementation of energy innovative teaching materials, the average correctness rates of ninth graders in the experimental and the control group were up to 69% which indicated that ninth graders had a basic understanding toward energy. Moreover, the correctness rate on renewable energy was the highest with the rate of 77%, and energy conservation and carbon reduction had the lowest correctness rate that was 62%. The data above suggested there was a great room to improve the understanding of non-renewable energy.
2. After the implementation of energy innovative teaching materials, the average correctness rate toward energy in the experimental group was up to 87%. The correctness rate improved significantly compared to the pre-test with the rate of 68%. On the other hand, the correctness rate in the control group did not show the improvement. The data above showed the significance of the implementation of energy innovative teaching materials on the participants, and implied that it will enhance the understanding toward energy once implementing energy innovative teaching materials.
3. Based on the results of the independent t-test, the p-value in the pre-test was over 0.05 （>0.05） which showed there was no significant difference in the experimental group and the control group. However, the p-value of the two-tailed test in the post-test was below 0.05（<0.05） that suggested there was a significance. That is to say, the participants had better understanding toward energy after the implementation of energy innovative teaching materials.
4. According to the results of the paired t-test toward the analysis of renewable energy, non-renewable energy, and energy conservation and carbon reduction in the pre-test and the post-test, the p-value of the two-tailed test was 0.000 （<0.05） that showed its significance. Moreover, the average scores were minus which were -2.44, -4.64, -3.26,-10.35 that showed a significant improvement in the post-test. The data analysis above proved the implementation of energy innovative teaching materials for the participants was efficient.

並列關鍵字

Energy education ； Energy Innovative teaching materials ； Learning performance

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