碩士 / 朝陽科技大學 / 環境工程與管理系 / 103 / The most fundamental solution of the energy problem is the implementation of energy education. Elementary school teachers can rapidly absorb energy-related knowledge by using a brilliant combination of energy innovative teaching materials. The study is implemented through a questionnaire for elementary school teachers at Taichung City Sea-line in remote areas. The purpose of this study is to analyze the degree of progress between prior knowledge and using energy innovation teaching material by elementary school teachers.
Findings and discoveries are as follows:
1. Before using renewable energy innovative teaching materials by elementary school teachers, the average of correct answers for three dimensions showed as follows: renewable energy was 0.54, non-renewable energy was 0.5, carbon reduction was 0.6 and all questions answered correctly was 0.55. After using renewable energy innovative teaching materials, the average of correct answers for three dimensions showed as follows: renewable energy was increased to 0.85, non-renewable energy was increased to 0.78, carbon reduction was increased to 0.91 and all questions answered correctly was increased to 0.85. These data were showed significant promotion.
2. The pre-test results for each dimension, there are lack of prior knowledge. The correct response rate of renewable energies dimension–“biomass energy” was 0.47, non-renewable energies dimension–“traditional fossil fuels” was 0.282, carbon reduction dimension–“daily life saving” was 0.492, suggesting that after using renewable energy innovative teaching materials, posttest correct rate of these three dimensions increased to 0.754, 0.706 and 0.8. It could be inferred that the learning effectiveness of the implementation of renewable energy innovative teaching materials was good.
3. The paired sample t test is applied to analyze the results of using renewable energy innovative teaching materials for elementary school teachers, which showed that the difference in the mean between various dimensions and total score of knowledge was -6.625, -5.794, -6.235 and -18.294. The means of the post-test were significantly higher. In addition, the two-tailed significance value of all the dimensions was 0.000 < 0.05, which shows the effectiveness of teacher's knowledge concept can have a significant improvement after using renewable energy innovative teaching materials.
4. The paired sample t test on the experimental group showed that the difference in the mean between the pre-test and post-test of various dimensions, total score of knowledge was between -0.500 to -2.147. The means of the post-test were significantly higher. In addition, the two-tailed significance value of all the dimensions was < 0.05, namely, after the implementation of the learning of renewable energy innovative teaching materials developed in this study, there was a significant difference in the mean scores between the pre-test and post-test.
According to the research results, this study proposed specific suggestions as reference to relevant units and future studies for propaganda and promotion of relevant energy teaching materials.
| Identifer | oai:union.ndltd.org:TW/103CYUT0087015 |
| Date | January 2014 |
| Creators | Ya-Hui Lin, 林雅惠 |
| Contributors | Tzu-Yi Pai, Wen-Yu Wang, 白子易, 王文裕 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 128 |
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