| Summary: | 碩士 === 臺北市立教育大學 === 科學教育研究所 === 95 === This study aims to explore the fire knowledge, conceptual cognition of refuge, and behavioral attitudes for fire-prevention of the fifth and sixth graders of elementary schools, and to provide reference for program designers. A questionnaire, developed by the researcher, including the fire knowledge, conceptual cognition of refuge, behavioral attitudes for fire-prevention, and sources of concepts, was used in this study. Subjects of this study were the fifth and sixth graders in Taipei elementary schools.1156 effective samples, including 581 boys and 575 girls, were collected. Data were analyzed by descriptive statistics, t-test, and Pearson’s product-moment correlations. The conclusions of this study were as follows:
1.The ratio of right answers is 64.1%. Subjects’ behavioral attitudes for fire-prevention were positive and active.
2.There was no difference in conceptual cognition of fire between boys and girls. However, females’ attitudes for fire-prevention were significantly better than males’.
3.There was apparent difference in conceptual cognition of fire between the fifth and sixth graders of elementary schools. Nevertheless, difference of the attitudes for fire-prevention between the fifth and sixth graders of elementary schools was not shown.
4.There was no distinct difference in conceptual cognition of fire and attitudes for fire-prevention among students living in different floors of the buildings.
5.The conceptual cognition of fire and attitudes for fire-prevention of children who have visited fire bureaus or fire brigades were significantly better than others. There was no difference in conceptual cognition of fire between students who attended fire-prevention disseminations and other students; however, attitudes for fire-prevention of the former were obviously better than that of the latter. The conceptual cognition of fire and attitudes for fire-prevention of students who have visited Fire Safety Museum were significantly better than others.
6.Students who attended fire-prevention drill in schools were extremely better in conceptual cognition of fire and attitudes for fire-prevention than others.
7.There was not significant difference in conceptual cognition of fire between children who had experiences in using fire extinguishers and others; however, attitudes for fire-prevention of the former were obviously better than that of the latter.
8.There was no distinct difference in conceptual cognition of fire and attitudes for fire-prevention among students of parents of different kinds of jobs.
9.Children who got high score in fire knowledge gained high score in conceptual cognition of refuge. There was no correlation between fire knowledge and attitudes for fire-prevention. The conceptual cognition of refuge didn’t correlate to attitudes for fire-prevention, either.
10.The order of the main sources of fire- prevention concepts of the fifth and sixth graders of elementary schools was: TV news, parents and family, teachers of schools, Fire Safety Museum, and fire-prevention education films on TV.
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