A Study of Elementary School Teachers’ Teaching Beliefs and Behaviors Toward Green Energy in the Four Southern Counties

• Main Authors: Wei-ying Wu, 伍偉英
• Other Authors: Shyh-Jiun Liu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/61627867690608026443

碩士 === 國立臺南大學 === 環境生態研究所在職專班 === 97 === The main purpose of this study was to explore the current status and the correlation of the elementary school teachers’ green energy teaching beliefs and teaching behaviors in the four southern counties. The researcher adopted the self-developed questionnaire, titled “The Research on Elementary School Teachers’ Green Energy Teaching Beliefs and Teaching Behaviors in the Four Southern Counties”, and surveyed the elementary schools teachers in Kaohsiung City, Kaohsiung County, Tainan City and Tainan County. Stratified random sampling, the questionnaires were delivered 768 samples and 688 ones were collected with a 90 % of valid response rates. Data were analyzed by Descriptive Statistics, t-test, ANOVA, Multivariate Multiple Comparisons, Scheffe method and Pearson product moment correlation, the conclusions of the research are as follows: 1. Teachers of the elementary schools in four southern counties are highly acquired the knowledge of green energy teaching beliefs and 99.6% teachers agreed the importance of green energy education. 2. There is a significant difference of individual background variables in elementary school teacher green energy teaching, such as taking the energy education in-service training courses or seminars, teaching the science and technology courses, visiting personally or touring with students the Wind Power Generator, Water Power Plant, or Nuclear Power Plant and so forth, and it shows that the elementary school teachers who have attened or studied the energy education , those who have taught science and technology in school, and those who have led the students to visit the wind power factory, hydraulic power plant or nuclear energy power plant can approve the green energy teaching behavior better. 3. There is a significant difference of elementary school teachers’ green energy education behaviors in the various class-sized schools of school background variables and the teachers who teaches in the school more than 49 classes can get the highest scores in the green energy teaching behavior. 4. It reveals the positive correlation on the green energy teaching beliefs and teaching behaviors of the elementary school teachers in four southern counties. Based on the above conclusions, the suggestions have been made to provide the education authorities, academic research organizations, schools, teachers and further study as references.