| Summary: | 碩士 === 康寧大學 === 休閒資源暨綠色產業研究所 === 100 === Abstract
Global warming has become increasingly severe, and carbon dioxide is one of the main greenhouse gases leading to global warming and changes in climate; consequently, energy saving and carbon reduction has become a very important issue. To put into practice the idea of energy saving and carbon reduction, in addition to the innovation of technologies and reformation of systems, the fundamental solution is to have general public transform the awareness of carbon reduction into actions. In recent years, carbon footprint has been used to assess and calculate the carbon dioxide emission of human activities. The carbon footprint-related survey can be used as the basis for individuals to reduce carbon use. Therefore, in order to understand how energy saving and carbon reduction is put into practice in the daily life of senior elementary school students, this study intended to collect and analyze the data from three aspects. Firstly, this study developed a campus carbon footprint survey form for students to enable them to show concern over their own carbon dioxide emission. Secondly, this study investigated whether there is any difference in energy saving and carbon reduction-related perception and behavioral performance between elementary school students in the experimental group and the control group through the implementation of carbon footprint teaching activities. Lastly, this study investigated whether students could maintain the habit of carbon reduction and actively shown concern over global environment in their daily life based on the verification of resource recycling activity in class. The results are as follows:
1.The average carbon footprint per person in the experimental group decreased from 6.42 kg to 4.76 kg after the implementation of “carbon footprint” education activity. However, the average carbon footprint per person in the control group did not change significantly, suggesting that carbon footprint education has an effect on children’s learning.
2.There are significant differences in the aspects of “perception of energy saving and carbon reduction,” “environmental responsibility,” and “behavior of energy saving and carbon reduction” in the experimental group after the implementation of “carbon footprint” education activity. However, there is no significant difference in such aspects in the control group.
3.In the experimental group, after the implementation of education activity, the average amount of “paper” recycled per week increased from 3.03kg/class to 9.85 kg/class, and that of “paper” recycled per week increased from 1.09 kg/class to 2.59 kg/class, indicating a significant difference. The results showed that the resource recycling effectiveness is good, and education activity has a positive effect on students.
4.With the implementation of “carbon footprint” education activity, students in the experimental group could perceive their average carbon footprint, and thus engage in carbon reduction activities. In addition to obtaining more complete knowledge of energy saving and carbon reduction, carbon footprint education also triggered students’ sense of responsibility for protection of global environment, increased their willingness to put into practice the idea of energy saving and carbon reduction in their daily life, and enabled them to uphold a positive attitude towards resource recycling, leading to good resource recycling effectiveness.
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