Study on the Teaching Plan Design and Learning Effectiveness of Energy Saving and Carbon Reduction Courses

• Main Authors: LAI, CHUN- MAN, 賴春滿
• Other Authors: CHANG,PO-YU
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/5h9upu

碩士 === 國立臺南大學 === 環境與生態學院環境教育碩士在職學位學程 === 107 === The crisis of global warming climate change is the biggest threat and challenge facing humanity in the 21st century. This study focuses on climate change caused by global warming. It is mainly aimed at cultivating citizens with environmental ethics and environmental responsibility. In this study we took the researcher’s self-made teaching material, “ I’m good at Energy Saving and Carbon Reduction.” This pun is the mainstay and integrates into environmental education, and according to the different thematic characteristics of the lesson plan unit, John Dewey's Experiential Learning Theory and learning by doing (hands-on experience ), Edgar Dale's The Cone of Experience and David Kolb's Experiential Learning Cycle are integrated into the teaching of this lesson. Establish different learning situations and conduct teaching activities with a variety of learning assessments, such as a fourth-grade student in Tainan City, two classes as experimental group, two classes as a control group, a total of 102 children research. The self-compiled "Energy Conservation and Carbon Reduction Learning Connotation Scale" questionnaire is used as a research tool, supplemented by observation methods and interviews, in order to understand the learning performance of the five aspects of environmental education in the teaching of energy saving and carbon reduction. The results were as follows : 1.The correlation between the gender of the study subjects and the sources of information on energy conservation and carbon reduction, the experimental group showed a low correlation in behavioral skills orientation; the two groups of children were not significantly related to awareness and sensitivity, conceptual knowledge, values and attitudes, and action experience. 2.The experimental group and the control group have significant differences in energy conservation and carbon reduction awareness and sensitivity, concept knowledge, values and attitudes, action experience and behavioral skills. 3. After the intervention of the energy-saving and carbon-reducing teaching plan, it can effectively improve the learning outcomes of the two groups of schoolchildren in energy conservation and carbon reduction awareness, sensitivity, concept knowledge, values and attitudes, action experience and behavioral skills. The post-test is better than the pre-test. The learning performance of the children in the experimental group was significantly better than that of the control group. 4. Through the qualitative data of observations and interviews, it also shows that the teaching of this lesson plan does effectively increase the energy saving and carbon reduction of school children. Cognitive ability of relevant knowledge, establish positive and positive values and attitudes, enhance the behavioral skills of school children to solve environmental problems and demonstrate specific energy-saving and carbon-reducing actions. Finally, the researchers put forward the teaching experience and suggestions based on the results, and provide reference for future research on energy conservation and carbon reduction education.