| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 91 === A Study on the Energy Cognition, Energy Affection and Energy Behavior of Elementary School Teachers in Taipei
The main purpose of this study was to investigate elementary school teachers’ energy cognition, energy affection and energy behavior in order to improve energy education in Taiwan. There are four concrete objects of this study:
1. To explore the significant differences of different background elementary school teachers in energy cognition.
2. To explore the significant differences of different background elementary school teachers in energy affection.
3. To explore the significant differences of different background elementary school teachers in energy behavior.
4. To analyze the correlation of elementary school teachers’ energy cognition, energy affection and energy behavior.
To fulfill these research objects, literature review was adopted to form the basis of this study. Data were collected through a four-section questionnaire. There were 912 elementary school teachers. who were random sampltd. An overall response rate of 71.92%(n=656) is obtained. The statistical analyses were processed using the SPSS for Windows, including the following techniques: frequency analysis, t-test, and analysis of variance.
The major findings include:
1. Generally speaking, elementary school teachers do not have good energy cognition; however, their energy affection and energy behavior tend to be positive.
2. Totally speaking, elementary school teachers tend to be positive if the energy issues related their daily life.
3. There is significant difference between male and female elementary school teachers in energy cognition, energy affection and energy behavior.
4. Varible of“age”makes significant difference of elementary school teachers in energy cognition, energy affection and energy behavior.
5. Varible of“service duration”makes significant difference of elementary school teachers in energy cognition, energy affection and energy behavior.
6. Varible of“workduty”makes significant difference of elementary school teachers in energy cognition, energy affection and energy behavior.
7. Varible of“teaching grade”makes not significant difference of elementary school teachers in energy cognition, energy affection and energy behavior.
8. Varible of“attending workshop on energy education”makes significant difference of elementary school teachers in energy cognition, energy affection and energy behavior.
9. Varible of“teaching experience”makes no significant difference of elementary school teachers in energy cognition, energy affection and energy behavior.
10. Varible of“attitude toward nuclear power plants”makes significant difference of elementary school teachers in energy cognition, energy affection and energy behavior
11. There are more than half elementary school teachers never attend the in-service energy education workshops
12. Most of elementary school teachers hold environmental protection perspective to consider if nuclear power plants are needed in Taiwan.
There is significant correlation between elementary school teachers’ energy cognition and their energy behavior, energy affection and their energy behavior; however, there is no significant correlation between elementary school teachers’ energy cognition and their energy affectio
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