Research on Learning of Elementary School Students in Low Carbon and Green Transportation

• Main Authors: JOU,YU-MING, 周俞明
• Other Authors: Lin Hsiang-Sheng
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/63058564073496332918

碩士 === 中華大學 === 運輸科技與物流管理學系 === 104 === After industrial revolution, due to technology progression, increase of population and frequent economic activities, greenhouse gases (methane, nitrous, oxide, carbon dioxide etc.) increase rapidly, causing the condition of global warming become more serious. Among all sectors, the transport emits the second most carbon dioxide, only less than the industrial sector. Therefore, teaching students about low-carbon lives and green transport and then using them in their everyday lives becomes particularly important. In this paper, both quantitative and qualitative research methods will be presented. In quantitative research, quasi-experimental method will be adopted. First, we select 30 fifth grade elementary students, apply “Low-Carbon Lives and Green Transport” questionnaire as a pre-test. Then we teach them about low-carbon lives and green transport concepts. Subsequently, we test them using the same questionnaire again. Statistical T-test is then performed to analyze the learning effects. Qualitative research mainly consists of“Interview Record” and “Learning Sheet”. We can understand students’ interesting in learning and their myth to global warming issue through “Interview Record”. By “Learning Sheet”, students can calculate their own carbon emissions based on how they get to school. The total carbon emission of class, even the whole school can be estimated. In the mean time, it can also propel them forward to a better way of reducing the carbon footprint According to the experimental results, the conclusions are as follows: 1.There are notable differences between the scores of recognition, attitude and behavior on “Low-Carbon Lives and Green Transport” questionnaire completed before and after teaching. It indicates that the course has obvious impact on students. 2.The backgrounds of students do not have much influence on learning outcomes. 3.Students are highly interested in the “Low-Carbon Lives and Green Transport” course. 4.Students can use what they learn about low-carbon lives and green transport in their everyday lives. 5.Students can use the concept “green transport” on choosing the transportation to school. Originally, there were 15 students dropped off by their parents either by car or motorcycle. But after taking the course, 10 (67%) of them choose a more effective way to reduce carbon footprint.