節能減碳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 Energy Saving and Carbon Reduction on Elementary School Teachers: Taking Some Large-scale Elementary Schools in Dali District of Taichung City for Example

陳怡芸(Yi-Yun Chen)

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

因應能源短缺及全球暖化的問題，各校積極推展節能減碳教育政策，由於科技日新月異，節能減碳的方法及技術，快速更新發展，並不是學校老師能隨時注意與瞭解。因此，研究者積極參與研發節能減碳創新增能教材，希望提供國小教師參考，提升其相關的知能，並評估創新教材的成效。本研究參考九年一貫課程環境教育指標，自編節能減碳創新教材，並編製創新教材之測驗問卷，以台中市大里區智類國小教師為施測對象，探討國小教師普遍的節能減碳知能及在閱讀節能減碳創新增能教材之後，其節能減碳知能提升的程度，主要研究結果如下：
一、 自編之國小教師節能減碳創新增能教材，具有良好專家效度。此外，測驗問卷專家內容效度指標(Content Validity Index, CVI)平均值為0.96，Cronbach α係數為0.83，顯示具有良好測驗信度。
二、 問卷施測結果，發現老師在第二面向（校園節能）及第三面向（碳捕獲封存技術）的知能表現稍佳，而第一面向（日常生活節能）及新興技術第四面向（智慧電網）的表現較弱。
三、 國小教師在節能減碳相關知識及概念上，在未使用創新增能教材之前，其先備認知能力，各面向平均值約2.91分，答對率58％，達到中等程度。但經過使用創新教材學習之後，其相關的認知能力均大幅提昇至4.46分，答對率升至89％，且四個面向的前後測t考驗結果，都達到顯著差異。
四、 在不同背景變項的分析上，發現不管是性別、年資、職稱、授課年級以及研習次數，他們在前測之得分，差異均不大。但在後測之表現，女老師在第二面向（校園節能）及第四面向（智慧電網），均有稍優於男老師表現的情形，且達到顯著差異。
研究結果，可以確定教師在使用節能減碳創新增能教材之後，各面向之節能減碳知能，均有大幅度提升，且有顯著差異，尤其智慧電網面向的進展更為明顯，顯示創新教材有其效能。本研究之節能減碳創新教材及研究發現可以提供未來學校在推廣節能減碳教育方面之參考。

關鍵字

教材成效 ； 碳捕獲封存技術 ； 智慧電網 ； 節能減碳

並列摘要

To respond to the issues of energy shortage and global warming, all the schools have aggressively promoted the educational policy of energy saving and carbon reduction. School teachers are not able to pay attention to and understand the advancement of technology and the rapidly updated and developed methods and techniques concerning energy saving and carbon reduction in a timely manner. Therefore, the author aggressively participated in the R&;D of innovative teaching materials for empowerment. It is hoped that such teaching materials can be provided as reference to elementary school teachers for improving relevant knowledge and ability and developing the questionnaire on innovative teaching materials. This study selected the elementary school teachers at a certain large-scale elementary school in Tali District, Taichung City as the subjects to investigate the improvement in general knowledge and ability of energy saving and carbon reduction of elementary school teachers after they read the innovative teaching materials of energy saving and carbon reduction for empowerment. The main research results are as follows:
1. The expert validity of the self-developed innovative teaching materials of energy saving and carbon reduction for empowerment of elementary school teachers was good. In addition, the mean of the content validity index (CVI) of the questionnaire was 0.96 and the Cronbach α coefficient was 0.83, suggesting that the reliability was good.
2. The results of the questionnaire survey showed that the teachers’ knowledge and ability in the second dimension (campus energy saving) and the third dimension (carbon capture and storage technology) were better, while those in the first dimension (energy saving in daily life) and the four dimension (emerging technology – smart grid) were weaker.
3. In terms of elementary school teachers’ energy saving and carbon reduction-related knowledge and concepts, before the use of innovative teaching materials for empowerment, the mean of their prior knowledge in various dimensions was approximately 2.91 points (with a 58% correct response rate), which was at a moderate level. However, after the use of innovative teaching materials, their knowledge and ability both significantly improved to 4.46 points, and the correct response rate increased to 89%. Moreover, the t test on the four dimensions in the pre-test and post-test showed that the differences all reached significance.
4. The analysis on different background variables found that gender, seniority, title, grade of instruction and number of seminars attended did not have a significant effect on the score in the pre-test. However, in terms of the post-test, the performance of female teachers in the second dimension (campus energy saving) and the four dimension (smart grid) was slightly better than those of male teachers, and the difference reached significance.
The research results showed that, after the use of the innovative teaching materials of energy saving and carbon reduction for empowerment, the knowledge and ability of teachers in various dimensions all improved significantly, which reached a significant difference. The difference in the progress in the dimension of smart grid was particularly significant, suggesting that innovative teaching materials could achieve effectiveness. The teaching materials of energy saving and carbon reduction developed in this study and the research findings can be provided as reference to schools for future promotion of the education of energy saving and carbon reduction.

並列關鍵字

Carbon capture and storage technology ； Smart grid ； Energy saving and carbon reduction ； Effectiveness of teaching materials

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