樂活節能屋對技術高中學生節能設計認知之影響

黃國泰; 盧正川; 葛子祥

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P93 - 124

人文学 > 艺术
社会科学 > 教育学
社会科学 > 管理学

DOI： 10.6432/TMR

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乐活节能屋对技术高中学生节能设计认知之影响

The Effect of the Cognition of Energy-efficient Design in the Vocational High School Students by the LOHAS Energy Conservation House

黄国泰(Guo-Tai Huang) ；卢正川(Cheng-Chuan Lu) ；葛子祥(Tzu-Hsiang Ger)

科技博物； 23 卷 4 期 (2019 / 12 / 01) ， P93 - 124

繁体中文

乐活节能屋；节能设计；节能设备； LOHAS Energy Conservation Houses ； energy-efficient design ； energy-efficient equipment

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摘要 │ 参考文献 (23) │ 国际计量

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The LOHAS Energy Conservation House in The National Science and Technology Museum (hereinafter referred to as NSTM) has opened since 2007 to promote energy education. Through the physical environment and energy-saving skills, people can experience and understand how to save energy in life. According to statistics, the visitor group is still mainly elementary school students and Family Group audiences. Therefore, this study is aimed at the professional subjects of high school vocational students, and investigates the impact of the energy-conservation houses on students' awareness of energy conservation after visiting the LOHAS Energy Conservation House. In order to understand the impact of visiting the LOHAS Energy Conservation Houses on high school students' energy-efficient cognition, this study refers to relevant literature, combines the school curriculum direction and the contents of the LOHAS Energy Conservation Houses, and self-indexes. First-grade and third-grade students of vocational high schools conduct surveys and analysis before and after the questionnaires to visit the activities of the LOHAS Energy Conservation House to understand whether the energy-efficient design of the LOHAS Energy Conservation House can help students improve their awareness of energy-efficient design. The research object is a total of 134 interior design students from a vocational high school in Kaohsiung City (the number of valid samples). The questionnaire is used to investigate students' cognitive performance of energy-efficient design, and the impact of different background variables, such as gender, grade, visit Experience, interest in energy conservation issues, and whether you have watched the leading video. Use SPSS statistical software to analyze performance differences. The results of investigation and analysis revealed the following conclusions: 1. The overall students 'cognitive level is medium, and the average score after the visit is slightly increased (from 0.612 to 0.645), which has a significant difference (t = 2.05, p = 0.042), showing that the visits are helpful for high school students' awareness of energy-efficient design. 2. Before the students visited the LOHAS Energy Conservation House, there were no significant differences in the background variables. After t-testing, it was found that female students' cognitive performance in Aspect 2 (energy-efficient design) was significantly better than that of male students, but their performance has generally improved after the visit. 3. After visiting the LOHAS Energy Conservation House, after analyzing the common variance analysis (ANCOVA), in addition to watching the guidance video, students found that other background variables did not have a significant difference in energy-efficient awareness. 4.As for the students who have watched the guide, film, their cognitive performance after the visit has significantly improved on the whole in Aspect 1 (environmental capacity). This result is consistent with the energy-efficient house's emphasis on watching the guide film as an important itinerary. In view of the above research findings and conclusions, we hope to provide references for the content update of the LOHAS Energy Conservation House or the use of teaching in schools to promote the promotion of energy education and energy-saving design.

参考文献 ( 23 ) 〈TOP〉

林坤谊,梁宇承,李隆盛(2012)。高职农业群课程纲要的能源教育内涵之分析。中等教育，64(4)，108-121。
连结：
张美珍,朱耀明(2004)。九年一贯「自然与生活科技」领域课程活动方案的发展：以博物馆为学习的场域。科技博物，8(2)，15-27。
连结：
萧德仁(2009)。从「节能展示屋」探讨「洁净能源」的应用及教育内涵：以工博馆乐活节能屋洁净能源展示区为例。科技博物，13(4)，55-69。
连结：
DeWaters, J. E.,Powers, S. E.(2011).Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior.Energy Policy,39(3),1699-1710.
DeWaters, J. E.,Powers, S. E.(2013).Establishing Measurement Criteria for an Energy Literacy.The Journal of Journal of Environmental Education,44(1),38-55.

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