Junior High School Teacher’s Cognition, Attitude and Action toward " CO2 emission reduction by energy conservation” in Hualien: a longitudinal approach

• Main Authors: Chih-wei Heish, 謝志偉
• Other Authors: Chih-Hsiung Ku
• Format: Others
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/596xu2

碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 101 === Recently,resource depletion and global warming are issues that concern all nations of the world. It has become imperative and a matter of urgency that CO2 emission reduction by energy conservation are given priority by educators and in the programs they teach, as such concerns will have a profound effect on future citizens of the world. Thus, the longitudinal approach of this study primarily discusses the current state of cognition, attitude and action toward CO2 emission reduction by energy conservation of Hualien-area junior high school educators, while bringing analysis to positive and negative, with a view toward social science issues. this study conducted further comparison of the current findings among junior school teachers with those from three years ago examining 75 counterparts from two junior high schools in the Hualien area via questionnaires and purposive sampling. Research tool used in gathering empirical data was the “Junior High School CO2 Emission Reduction by Energy Conservation Cognition, Attitude and Action Questionnaire” drawn up by Chen & Ku(2010). The conclusions drawn from statistic findings are listed as follows: 1.Junior high school teachers still need to be improved in some cognition toward “CO2 emission reduction by energy conservation.” 2.Junior high school teachers held positive attitudes toward “CO2 emission reduction by energy conservation” both in three years ago and now. 3.Junior high school teachers had raised their performance in action of “CO2 emission reduction by energy conservation”. 4.By Weiner's Attribution Theory,less probability in successful implementation of “CO2 emission reduction by energy conservation”was expected. 5.Junior high school teachers considered that natural environmental protection was more important than the economic development.