The study on green energy curriculum standards:photovoltaic category

• Main Authors: CHANG YAO DONG, 張耀東
• Other Authors: 莊智鋒
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/17090244492756231072

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 97 === ABSTRACT The purpose of this study was to explore the conceptual discrepancies among professionals from various sectors regarding the existing solar PV curriculum standards. Through literature review and expert interviews, panel reviews and pre-test, a questionnaire was developed with sufficient reliability and validity. The focus groups include solar PV-related industrial specialists, governmental organizations, and academic institutions. Out of 541 issued questionnaires a total of 194 were returned valid, with a return rate of 36%. The analyses used were descriptive statistics, one-way ANOVA, and Scheffé's post hoc test. Some of the key findings are as follows: 1. The college level solar PV curricula lack practical linkage with industrial sectors. There seems to be no significant difference among regular universities and technical institutions in terms of solar PV related courses offered. 2. Experts from various areas share a consensus view toward the current solar PV curricula. 3. Perceptions toward the solar PV skills are significantly different among professionals from various areas of expertise. 4. Among three curricular domains, experts from various areas share a common view of importance ‎toward the affective domain offered in current solar PV curricular. 5. In this study, the solar PV curriculum standards for various fields are prescribed as follows: (1) Cognitive Program: "English", "Solar Cells", "Engineering English", "Introduction to Solar Energy", "Semiconductor Physics and Devices", "Photovoltaic Materials", "Semiconductor Manufacturing Process", "Semiconductor Materials." (2) Skill courses: "Solar Technology", "Solar Energy Projects," "Thin-Film Solar Cell Technology", "Physical Properties Measurement and Technology," "Thin-Film Process Technology," "Solar Photovoltaic Power Generation System Design." (3) Affective Curriculum: "Problem Solving", "Expression Skills", "CommunicAtion and Coordination," "Teamwork", "Solar Energy Development Trend," "Industrial Safety