| Summary: | 碩士 === 臺北市立教育大學 === 應用物理暨化學系科學教育組碩士班 === 101 === This research aims at investigating the use of solar power generating system and the efficiency of consuming solar power and management. Through the establishment of school system, curriculum teaching, lifestyle and behavior, it is hoped to enhance students and teachers’ energy concept. Through the learning and living in energy-plus classroom, from solar generation to consumption, students’ energy management is established.
The research participants are five elementary schools in Miaoli, which have energy-plus classrooms, which is called carbon-zero classrooms by the schools. Through teaching, it aims at analyzing energy concept of a total of 321 students and 67 teachers from the five schools. The research tool includes literature review, to analyze the establishment and management of energy-plus classrooms. The research also developed questionnaire of energy attitude for elementary school senior students and teachers from different background, having interviews with teachers on the satisfaction and demand of solar power, to further analyze the energy management and concept for teachers from different background and students after related teaching.
The conclusions are as follow:
1. There are three schools are energy-plus as the generation of solar power is bigger than the consumption. For the other two schools, the power generation is lesser than the consumption, and so they are not energy-plus.
2. The AC power generation is related to the hours of sunlight and the power consumption behavior. During summer vacation in July, the electrical appliances in the energy-plus classrooms are not used, and solar power is not consumed at all, and so the new solar power cannot be charged into the batteries. Therefore, the hours of sunlight hours are longer, but the AC power generation is not necessarily abundant.
3. For teachers who have attended energy seminars, their energy concept is better than those who have not attended, and it shows a huge difference.
4. After related learning, students’ energy concept is improved, included factors of the facilities in energy-plus classroom, energy concept and energy management, are all improved significantly.
5. Students from energy-plus classrooms have no significant differences on energy attitude.
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