節能減碳創新教材對國小五年級學童學習成效分析-以臺中市某智類國小為例

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節能減碳創新教材對國小五年級學童學習成效分析-以臺中市某智類國小為例

Learning Effect Analysis of Innovative Teaching Materials for Energy Saving and Carbon Reduction on Fifth Grade Students of Elementary School： Taking One Large-scale Elementary School in Taichung City for Example

何翠華 , Masters　　Advisor：白子易　　

繁體中文

全球暖化；能源認知；節能減碳； Energy saving and carbon reduction ； global warming ； energy cognition.

Abstract │ Reference (57) │ Times Cited (8) │ Altmetrics

Abstract 〈TOP〉

本研究發現經工業革命後，世界各地的氣候急遽改變，除對人類生命造成威脅，也使多種植物面臨存亡危機，亦造成全球暖化，而暖化之元兇來自於全球排放大量的二氧化碳及溫室氣體。隨著能源短缺、全球暖化問題的浮現，節能減碳是首要之解決之道，因此世界各國均已致力開發新能源，並積極推動節能減碳政策及教育目標，以減緩地球暖化的速度。本研究在研發教材過程中，針對九年一貫之自然與生活科技學習領域課程綱要進行分析，其內容總計有138項，經本研究篩選具能源教育關聯性僅佔13項，讓國小學童了解節能減碳之重要性，進行課程綱要之評估，但能源教育相關課程所佔篇幅僅佔十分之一，而且無關聯性，故編撰此教材，並對本研發教材加入日常生活節能、校園節能、智慧電網運用及碳捕獲儲存技術等四個向度進行評估。研究所得資料以SPSS統計版軟體（17版）進行描述性統計、獨立樣本T檢定、成對樣本T檢定，其研究結果如下：

一、	國小五年級學童進行節能減碳創新教材教學前，在整份問卷的答對率為0.49，第二向度－「校園節能」中，在教學前的平均答對率達0.63，代表五年級學童對校園節能的先備知識頗佳，顯見實施多年的校園節能教育及宣導成效彰顯。

二、	五年級學童進行創新教材教學，在整份問卷的答對率為0.49，對「智慧電網運用」及「碳捕獲儲存技術」其答對率分別為0.34及0.41，由此可知五年級學童對此兩向度的認知顯得生澀不足。

三、	實施教材教學後，實驗組學童在各向度的總答對率為0.75，較教材教學前的總答對率0.48，答對率提高達27%，具有顯著之差異性，由此可知實施本教材確有學習成效。

四、	就節能減碳創新教材對國小五年級學童學習成效測驗獨立樣本T檢定整體分析，實驗組前測總分之結果資料呈現其顯著性值為0.720>0.05，而且雙尾顯著性值0.449及0.458>0.05，兩者的數值顯示均未達顯著差異。但以實驗組後測除第二向度「校園節能」外，其他三個向度均以雙尾顯著性值0.000<0.05，即表示實驗組透過節能減碳創新教材學習後，對節能減碳的概念及認知方面明顯提升。

五、	實驗組在前、後測的成對樣本T檢定中，生活節能、校園節能、智慧電網及碳捕獲儲存技術等各向度的平均數差異為-1.15676、-0.82703、-1.49189、-1.45405，後測的平均數明顯提高，且無論哪一個向度顯著性雙尾值均為0.000<0.05，表示實驗組透過本研究自編節能減碳創新教材學習後，顯見實驗組的施測結果，其前測與後測的平均得分具有顯著差異，亦即透過節能減碳創新教材教學後，學童對節能減碳認知方面的概念及認知能力明顯提升。

依據研究結果提出具體建議，以供相關單位宣導實施、推廣相關能源教材及未來研究之參考。

Parallel Abstract 〈TOP〉

This study found that, after the industrial revolution, the climate in various places around the world has changed rapidly. In addition to threatening human life, climate change also leads to the survival crisis of a variety of plants and global warming. The culprit of warming is the global emissions of carbon dioxide and greenhouse gases. The issue of global warming arises with energy shortage, and the primary solution is energy saving and carbon reduction. Therefore, various countries around the world have devoted to the development of new energy, and have aggressively promoted the policies and educational objectives of energy saving and carbon reduction, in order to slow down the speed of global warming. During the R&D of teaching materials, this study analyzed the Science and Technology field of Grade 1-9 Curriculum, including a total of 138 items. After the screening, this study found that only 13 items are associated with energy education, which enables elementary school students to understand the importance of energy saving and carbon reduction. This study also assessed the curriculum guidelines. However, only 10% of them are energy education-related courses, and are irrelevant to the concept of energy saving and carbon reduction. As a result, this study compiled the teaching materials, and assessed the teaching materials developed in this study from four dimensions, energy saving in daily life, campus energy saving, smart grid application and carbon capture and storage technology. This study used the statistical software SPSS (Version 17) to perform a descriptive statistical analysis, independent sample t test and paired sample t test on the data collected in this study. The research results are as follows:

一、	Before the use of innovative teaching materials of energy saving and carbon reduction in the teaching of grade 5 elementary school students, the correct response rate before the teaching was 0.63, suggesting that the prior knowledge of grade 5 students was rich. It is clear that the effectiveness of campus energy education and promotion was good.

二、	The correct response rate of the overall questionnaire of the grade 5 elementary school students receiving the teaching of innovative teaching materials was 0.49. The correct response rate of “smart grid application” and “carbon capture and storage technology” were 0.34 and 0.41, respectively, suggesting that grade 5 students’ cognition of these two dimensions was insufficient.

三、	After teaching of teaching materials was implemented, the total correct response rate of students in the experimental group was 0.75, which increased by 27% compared to that (0.48) before the teaching of teaching materials. The difference reached significance. It could be inferred that the learning effectiveness of the teaching materials was good.

四、	According to the overall analysis on the independent sample T test on the learning effectiveness of energy saving and carbon reduction innovative teaching materials on grade 5 elementary school students, the total score of the experimental group in the pre-test reached significance (0.720>0.05). The two-tailed significance values were 0.449 and 0.458 (>0.05), and both of them did not reach significance. However, except for the second dimension “campus energy saving,” the two-tailed significance values of other three dimensions of the experimental group in the post-test were 0.000<0.05, suggesting that after the learning of energy saving and carbon reduction innovative teaching materials, the students’ concept and cognition of energy saving and carbon reduction significantly improved.

五、	The paired sample T test on the experimental group in the pre-test and post-test showed that the difference in mean of various dimensions, life energy saving, campus energy saving, smart grid and carbon capture and storage technology was -1.15676, -0.82703, -1.49189 and -1.45405, respectively. The mean of the post-test significantly increased. Moreover, the two-tailed significance values of all the dimensions were 0.000<0.05. After the learning of the energy saving and carbon reduction innovative teaching materials developed in this study, there was a significant difference in the mean score between the pre-test and the post-test of the experimental group. In other words, after the teaching of the energy saving and carbon reduction innovative teaching materials, the students’ concept and cognition of energy saving and carbon reduction significantly improved.

According to the research results, this study proposed specific suggestions as reference to relevant units and future studies for propaganda and promotion of relevant energy teaching materials.

Reference ( 57 ) 〈TOP〉

2. 王秀紋，「推動國民小學能源教育之層級分析--以南投縣為例」，碩士論文，朝陽科技大學環境工程與管理系，臺中（2009）。
連結：
3. 王勝輝，「推動國民小學教師應用環境教育資訊網之層級分析--以南投縣為例」，碩士論文，朝陽科技大學環境工程與管理系，臺中（2009）。
連結：
5. 吳有為，「以KEEP教材中之源教育概念分析國小翰林版教科書內容涵蓋能源教育概念之研究」，國立臺北教育大學自然科學教育學系論文，臺北市（2008）。
連結：
8. 李宜庭，「建構推動風力再生能源政策之層級架構」，朝陽科技大學環境工程與管理系碩士論文，臺中市（2012）。
連結：
9. 李宜靜，「臺灣與日本小學環境教育之比較研究－以能源教育為例」，碩士論文，國立暨南國際大學比較教育學系，南投（2011）。
連結：

Times Cited (8) 〈TOP〉

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