能源創新教材對偏遠地區國小教師之增能成效分析－以台中市山線為例

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能源創新教材對偏遠地區國小教師之增能成效分析－以台中市山線為例

The Effect Analysis of Empowerment in Teaching Material of Genesis Energy to Elementary School Teachers from Remote areas – Case Study of Mountain-Side Elementary School Campuses in Taichung City

賴秀芳 , Masters　　Advisor：王順成;白子易　　

繁體中文

創新教材；國小教師；偏遠地區；節能減碳；非再生能源；再生能源；增能成效； Innovative teaching materials ； Elementary school teachers ； Remote areas ； Energy saving and carbon reduction ； Non-renewable energy sources ； Renewable energy ； Increase effectiveness

Abstract │ Reference (81) │ Altmetrics

Abstract 〈TOP〉

全球暖化與能源危機問題對臺灣的影響十分劇烈，因此如何開源節流、落實節能減碳及提升全民能源素養，已成為臺灣目前最重要的課題。現今，能源教育一直被認為是對抗全球暖化最有效的政策之一，而國小教師身負基礎教育之重責大任，因此，對於國小教師能源知識的瞭解與否，以及教師能源素養的培育，值得我們關切與探討。本研究旨在瞭解能源創新教材對偏遠地區國小教師之增能成效，採用問卷調查法進行前、後測。研究工具內容包括「教師基本資料」、「再生能源知識」、「非再生能源知識」及「節能減碳知識」等四個部分，以台中市山線偏遠地區小型學校國小教師為研究對象進行調查，得有效問卷37份，藉以分析國小教師使用能源創新教材之前能源知識的現況，以及使用能源創新教材之後增能成效的差異。根據國小教師前、後測的結果，以Statistical Package for the Social Sciences（SPSS）統計軟體進行描述性統計、成對樣本t檢定等統計方法進行分析。研究結論如下：
一、	台中市山線偏遠地區國小教師進行能源創新教材教學前，「能源知識」的平均答對率為0.605，知識表現中等。
二、	台中市山線偏遠地區國小教師進行能源創新教材教學前，三個向度裡「節能減碳」的平均答對率為0.660，知識表現較佳，顯示多年來節能減碳教育的推廣，有助於建構國小教師相關的先備知識，而「非再生能源」的平均答對率為0.563，知識表現較低，顯示相關概念的不足。
三、	台中市山線偏遠地區國小教師進行能源創新教材教學前，十二個面向裡「校園節能」、「非再生能源概念」、「碳捕獲封存技術」的平均答對率分別為0.776、0.712及0.706，知識表現較佳，顯示多年來實施之基礎能源教育已見成效，近年來推廣之新興淨煤技術也引起國小教師的注意。而「傳統化石燃料」、「新興化石燃料」、「生質能」的平均答對率分別為0.453、0.506及0.535，知識表現較低，顯示國小教師對此知識顯得陌生。
四、	台中市山線偏遠地區國小教師進行能源創新教材教學後，其「能源知識」平均答對率由0.605提升至0.903，進步了0.298。而「再生能源」、「非再生能源」、「節能減碳」三個向度中，後測的平均答對率相較於前測分別提高了0.317、0.318及0.258。在「再生能源」知識裡，四個面向後測的平均答對率相較於前測分別提高了0.317、0.335、0.300及0.318；在「非再生能源」知識裡，四個面向後測的平均答對率相較於前測分別提高了0.141、0.382、0.418及0.330；在「節能減碳」知識裡，四個面向後測的平均答對率相較於前測分別提高了0.189、0.200、0.276及0.365，由此可見「能源創新教材」有助於提升國小教師能源知識。
五、	台中市山線偏遠地區國小教師在前、後測的成對樣本 t 檢定中，三個向度的平均數差異為-6.353、-6.353及-5.147，在十二個面向的平均數差異為-1.588、-1.676、-1.971、-1.588、-0.706、-1.912、-2.088、-1.647、-0.941、-1.000、-1.382及-1.824，後測的平均數相較於前測均明顯提高，且無論哪一個向度及面向之雙尾顯著尾值均為0.000 < 0.05，顯示國小教師透過「能源創新教材」學習後，對能源知識與概念的學習成效明顯提升，表示「能源創新教材」之增能成效顯著。 
最後根據本研究分析結果提出建議，以供教育主管單位、師資培育單位、能源教育推廣單位、教師及未來相關研究之參考。

Parallel Abstract 〈TOP〉

Issue of global warming and the energy crisis to Taiwan's influence is very intense, so how to increase income and reduce expenditure, implementation of energy saving and carbon reduction and promote energy literacy for all, has become the Taiwan by far the most important issue. Today, energy education has been considered the fight against global warming one of the most effective policies, and elementary school teachers charged with the task of basic education Therefore, for elementary school teachers in understanding energy or not, as well as teachers ' cultivation of energy, worthy of our concern and discussion. This study aims to understand the energy of creative teaching materials for the Empowerment of elementary school teachers in remote areas, using questionnaires to pre-test and post-test. Research tools include "teachers basic data" and "the perception and concept of renewable energy" and "cognition and concept of non-renewable energy" and "energy saving and carbon reduction knowledge and concept of" these four parts, Taichung mountain side elementary school teachers in small schools in remote areas to study investigating 37 questionnaires, whereby energy prior to analysis using energy innovation materials for elementary school teachers status of knowledge, and the energy use innovative materials can increase the effectiveness of differences. According to elementary school teachers before and after survey results, Statistical Package for the Social Sciences (SPSS) software, such as descriptive statistics, paired sample t-test statistical methods of analysis. The conclusions are as follows:
1. Before the energy innovation of teaching materials for taichung mountain side elementary school teachers in remote areas, "knowledge of energy" average answer rate is 0.605, knowledge representation medium.

2.Before energy innovation of teaching materials for taichung mountain side elementary school teachers in remote areas, in three dimensions, "energy saving and carbon reduction," the average correct rate is 0.660, knowledge to do better；that means over the years the promotion of energy saving and carbon reduction education, relevant prior knowledge can help construct primary teachers, and "non-renewable energy" answer is 0.563 and representation of knowledge is low, shows lack of related concepts.

3.Before the energy innovation of teaching materials for taichung mountain side elementary school teachers in remote areas, 12-oriented "campus energy-saving" and "non-renewable energy concepts," "carbon capture sequestration technology" and average correct rate is 0.776, 0.712 and 0.706 respectively; knowledge performance was better, showing fundamental to implementation of energy education has paid off over the years; promotion of new clean coal technologies in recent years has attracted the attention of elementary school teachers. "Traditional fossil fuel", "new fossil fuel", "biomass" average correct rate is 0.453, 0.506 and 0.535 respectively, representation of knowledge is low, show elementary school teachers for this knowledge is unknown.

4. After energy innovation of teaching materials for taichung mountain side elementary school teachers in remote areas, their "knowledge of energy" average correct rate is 0.605, 0.903;improved 0.298."Renewable energy sources", "non-renewable", "energy saving and carbon reduction" in three dimensions, post-test average correct rate compared to the pre-test are improved by 0.317, 0.318 and 0.258. In renewable energies, four for the post-test average correct rate compared to the pre-test increased 0.317 and 0.335,, 0.300 and 0.318 respectively; In the "non-renewable" knowledge, four for the post-test average correct rate compared to the pre-test improves 0.141, 0.382, 0.418 and 0.330, respectively; In "Energy efficiency and carbon reduction" knowledge, four for the post-test average correct rate compared to the pre-test rose 0.189, 0.200, 0.276 and 0.365 respectively, it can be seen that "energy innovation textbook" help boost the energy knowledge for elementary school teachers.

5. Teachers in the paired sample t test before and after the test, three dimensions of variance are -6.353, -6.353 and-5.147, at 12 for the mean difference are -1.588,-1.676,-1.971,-1.588,-0.706,-1.912,-2.088,-1.647,-0.941,-1.000,-1.382 and -1.824,Compared to the pre-test post-test average were significantly improved, and no matter what dimensions and face significant two-tail-tail value is 0.000 < 0.05, that means teachers through the "energy innovation materials" upon learning knowledge and concepts for energy improved significantly, shows "energy innovation material" growing with remarkable results.

Finally, make recommendations based on the results of this study in order for education authorities, teacher training institutions, energy education and promotion unit, teachers as well as reference for future studies.

Reference ( 81 ) 〈TOP〉

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連結：

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