傳統、新興化石燃料及核能創新教材對國小教師增能成效分析－以台中市大里區智類國小教師為例

Empowerment Effect Analysis of Innovative Teaching Materials for Traditional, New Fossil Fuels and Nuclear Energy on Elementary School Teachers: Taking Some Large-scale Elementary Schools in Dali District of Taichung City for Example

陳淑芳(Shu-Fang Chen)

指導教授 ： 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

實施能源教育是解決能源問題的根本方法，目前國內尚無針對國小教師能源教育使用之教材研發及其增能成效評量之相關研究，本研究之目的即針對非再生能源，包含煤、石油、天然氣、頁岩油、油砂、天然水合物及核能，研發編製國小教師使用之「傳統、新興化石燃料及核能創新教材」，及進行問卷設計，並藉以分析使用教材增能之成效。本研究綜合文獻分析及專家意見研發非再生能源教材，採用問卷調查法，依教材編列問卷，經由預試建構問卷之信效度，所得正式問卷題目共20題，分為非再生能源概念、傳統化石燃料、新興化石燃料及核能四個面向，每個面向各5題。本研究以台中市大里區智類國小教師為對象，採用部落抽樣法抽樣國小教師共193位，正式問卷之施測分為前後測，前後測之間對受試教師施行創新教材之教學，所得之資料以SPSS for Windows 17.0統計軟體進行各項敘述性及推論性統計分析，以分析傳統、新興化石燃料及核能創新教材使用後增能之成效。研究結果在研發教材方面：本研究研發之創新教材更新並補足現有非再生能源相關教材未提到或不足的部分，包括納入新興能源如頁岩油、油砂、天然水合物之知識、各個非再生能源發展現況及使用的優缺點及與環境的關係並通過國科會諮詢委員之肯定；在增能成效的分析結果方面： 研究結果顯示，受試教師在接受教材教學前各向度的答對率分別為非再生能源概念為(66.2%)、新興化石燃料(60%)、核能(52.6%)及傳統化石燃料(34.9%)，全部試題答對率為53.4%；受試教師在接受教材教學後各向度的答對率分別為核能為(89.2%)、非再生能源概念(82.4%)、新興化石燃料(81.7%)、及傳統化石燃料(72.3%)，全部試題答對率為81.4%；前測所得之平均數為10.68，後測所得平均數為16.28，前後測總成績平均數的提升率達52.4%，另外，前後測成對 t檢定的結果顯示前後測結果具相關性且有顯著不同，表示受試教師經研發之「傳統、新興化石燃料及核能創新教材」教學後，對非再生能源知識有所提升。本研究研發完成之「傳統、新興化石燃料及核能創新教材」對國小教師之增能具有明顯成效性，期望透過本研究結果能提供未來研究者推廣相關教材之參考。

關鍵字

增能成效 ； 非再生能源 ； 傳統化石燃料 ； 新興化石燃料 ； 核能 ； 創新教材 ； 國小教師

並列摘要

The fundamental solution to energy issues is the implementation of energy education. At present, there is no study on the R&D of energy education teaching materials and the assessment on the empowerment effectiveness of use. The purpose of this study is to develop on “Innovative Teaching Materials for Traditional, New Fossil Fuels and Nuclear Energy” used by elementary school teachers for the energy education of non-renewable energies, including coal, petroleum, natural gas, shale oil, oil sands, natural hydrate and nuclear energy, and design its questionnaire, in order to assess the effectiveness of the use of teaching materials for empowerment. This study developed the teaching materials of non-renewable energies according to literature analysis and comments from experts. This study conducted a questionnaire survey. The questionnaire was developed according to the teaching materials. The reliability and validity of the questionnaire were established according to the pre-test. The formal questionnaire included a total of 20 questions, and was divided into four dimensions: concept of non-renewable energies, traditional fossil fuels, new fossil fuels and nuclear energy. Each dimension included 5 questions. This study selected the teachers at some large-scale elementary schools in Dali District, Taichung City as the subjects. This study used cluster sampling to select a total of 193 elementary school teachers. The formal questionnaire survey included a pre-test and a post-test. During the period between the pre-test and the post-test, the teachers implemented the teaching of innovative teaching materials. This study used the statistical software SPSS for Windows 17.0 to perform various descriptive and inferential statistical analyses, in order to assess the empowerment effectiveness of the innovative teaching materials for traditional, new fossil fuels and nuclear energy after the use. Research results in the aspect of the teaching materials developed in this study: the innovative teaching materials developed in this study updated and made up the deficiencies of the existing teaching materials concerning non-renewable energies. For example, they included the knowledge on new fossil fuels, such as shale oil, oil sands and natural hydrates, the information on the current status of the development of various non-renewable energies and the advantages/disadvantages of use and their relationship with the environment. Moreover, they were approved by advisory committee members of National Science Council. In terms of the result of assessment on empowerment effect: the research result showed that the correct response rate of teachers in various dimensions before the use of teaching of teaching materials was: concept of non-renewable energies (66.2%), new fossil fuels (60%), nuclear energy (52.6%) and traditional fossil fuels (34.9%). The correct response rate of all the questions was 53.4%. The correct response rate of teachers in various dimensions after the use of teaching of teaching materials was: nuclear energy (89.2%), concept of non-renewable energies (82.4%), new fossil fuels (81.7%) and traditional fossil fuels (72.3%). The correct response rate of all the questions was 81.4%. The mean of the pre-test was 10.68, while that of the post-test was 16.28. The mean of the total score of the pre-test and post-test increased by 52.4%. Moreover, the paired sample t test on the pre-test and post-test showed that the result of the pre-test was correlated with that of the post-test, and they were significantly different. It could be inferred that after the use of the teaching of “innovative teaching materials for traditional, new fossil fuels and nuclear energy” developed in this study, the teachers’ knowledge of non-renewable energies increased. The “innovative teaching materials for traditional, new fossil fuels and nuclear energy” developed in this study could significantly increase the empowerment effect. It is hoped that the research results can be provided as reference to future studies for promotion of relevant teaching materials.

並列關鍵字

Empowerment effects ； Elementary school teachers ； Nuclear energy ； Innovative teaching materials ； new fossil fuels ； Non-renewable energies ； Traditional

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