能源創新教材對七年級學生之學習成效分析－以臺中市烏日區某國中為例

Learning Effect Analysis of Innovative Teaching Materials for Energy on Seven-grade Junior High School Students:The Case Study of A Certain Taichung Municiple Junior High School in Wuri Distric

林芷芸(Chih-Yun Lin)

指導教授 ： 張迪惠 ； 白子易

朝陽科技大學/理工學院/環境工程與管理系/碩士(2014年)

摘要

能源是人們生活基本需求，也是經濟發展的基礎。隨著全球暖化、能源耗竭、核能安全等問題的浮現，能源教育實為解決能源問題的關鍵。使全民充分具備能源知識，才能使能源得以永續發展。七年級學生正處國民義務教育的重要階段。本研究以七年級學生為研究對象，分析「能源創新教材」對國中七年級學生是否適用。
七年級受試學生分為實驗組及對照組，並且僅有實驗組學生接受能源創新教材教學。本研究以問卷調查方式，探討學生所具備的能源知識狀況。所得資料以Statistical Product and Service Solutions(SPSS)進行統計分析，研究結果如下：
1. 進行能源創新教材教學之前，實驗組及對照組學生能源知識問卷的平均答對率為63.5%。其中第1向度「再生能源」的平均答對率達75%，表示七年級學生具有充分的再生能源知識，足見實施多年的基礎能源教育成效彰顯。
2. 進行能源創新教材教學之前，實驗組及對照組學生在第2向度「非再生能源」及第3向度「節能減碳」的答對率偏低，平均答對率分別為58%及60%。由此可知，七年級學生對於「非再生能源」及「節能減碳」兩部分的能源知識稍嫌不足。
3. 在能源創新教材實施之前，實驗組平均答對率為65%，而對照組平均答對率為62%。以SPSS做獨立樣本T檢定分析結果，實驗組與對照組前測各向度雙尾顯著性值分別為0.656、0.568、0.314、0.402，皆大於0.05，兩者的數值顯示均未達顯著差異。
4. 以成對樣本t檢定分析實驗組前測及後測資料，兩者在各向度雙尾顯著性值均為0.000(小於0.05)，顯示能源創新教材教學的實施後，實驗組學生能源知識有顯著提升。
5. 以成對樣本t檢定分析對照組前測及後測資料，兩者在各向度雙尾顯著性值為0.595、0.749、0.840、0.877，顯示無顯著差異。由此可見，如未進行能源創新教學活動，學生能源知識亦未能提昇，顯示，實施能源創新教學確有其必要性。
6. 國內研究顯示能源創新教材教學的實施可顯著提升五年級各向 度能源知識。根據本研究結果，實施能源創新教材教學對七年級 學生確有學習成效。意即「能源創新教材」及其評量工具亦適用於國中七年級學生。
期待經研究結果提出具體建議，供相關單位作為能源教材研發及未來研究之用。
關鍵詞︰能源教育；能源知識；創新教材；學習成效

關鍵字

學習成效 ； 創新教材 ； 能源知識 ； 能源教育

並列摘要

Energy is the essential to human life, and is the foundation of economic development. With the problems of globe-warming, energy-shortage, and nuclear safety, energy education is the key to slove energy problems. Having citizens have relvant knowledge toward energy could achieve sustainability in the development of energy. Seven-grade students are in an important stage of civil compulsory education. This study treated seven-grade students as subjects to analyze if “innovative teaching materials for energy” is suitable for seven-grade students.
The students were assigned to the experimental group and the control group. Only the experimental group have the implementation of the teaching of “innovative teaching materials for energy”. Questionnair survey methods were used to explore students’ knowledge toward energy. The obtained data was analyzed through Statistical Package for Social Science (SPSS). The research results are as follows:
1. Before the implementation of the teaching of “innovative teaching materials for energy”, the average correct rate of the energy questionnaire of grade 7 students was 63.5%. The average correct rate of the first dimension-“renewable energies” was 75%, suggesting that the prior knowledge on renewable energies of grade 7 stuednts was sufficient, and the foundation energy education which has been practice for many years has great effectiveness.
2. Before the implementation of the teaching of “innovative teaching materials for energy , the average correct rate of grade 7 students in the second dimension-”non-renewable energies” and the third dimension-“energy conservation and carbon reduction “ was 58% and 60%. It could be infer that grade 7 students’ knowledge of ”non-renewable energies” and “energy conservation and emission reduction “ was insufficient.
3. Before the implementation of the teaching of “innovative teaching materials for energy”, the average correct rate of the experimental group was 65%，and that of the control group was 62%。 The independent t test on the pre-test of the experimental group and the pre-test of the control group showed that the two-tailed significance values of each dimension were 0.656、0.568、0.314、0.402(＞0.05), which did not reach a significant difference.
4. The paired sample t test one the pre-test and the post-test of the experimental group showed that the two-tailed significance values of each dimension were all 0.000(＜0.05), it could be referred that after the implementation of the teaching of “innovative teaching materials for energy”, the students’ knowledge toward energy has significantly improved.
5. The paired sample t test one the pre-test and the post-test of the control group showed that the two-tailed significance values of each dimension were 0.595、0.749、0.840、0.877(0.05), which did not reach a significant difference. Without the implementation of the teaching of “innovative teaching materials for energy”, students’ knowledge toward energy would not improve. Therefore, the implementation of the teaching of “innovative teaching materials for energy” is necessary.
6. Some domestic researches showed that the implementation of the teaching of “innovative teaching materials for energy” could significantly enhance grade 5 students’ knowledge toward energy in each dimension. According to the results of this study, the “innovative teaching materials for energy” is also suitable for seven-grade students.
It is hoped that the research results can propose concrete suggestions and references for energy teaching materials and future research.

Keywords：Energy education, Knowledge toward energy, Innovative teaching materials, Learning effect

並列關鍵字

Innovative Teaching materials ； Knowledge toward energy ； Energy education ； Learning effect

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