彰化縣國小教師對碳足跡的認知、態度及教學上的應用之研究

Awareness of, Attitude Towards, and Pedagogical Usage of Carbon Footprint among Elementary School Teachers in Changhua County

黃圳守(JING-SHOU HUANG)；吳淑姿(SHWU-TZY WU)；余世宗(SHIH-TSUNG YU)

碳足跡 ； 認知 ； 態度 ； 教學應用 ； Carbon footprint ； Cognition ； Attitude ； Pedagogical application

科學與工程技術期刊

15卷1期（2019 / 03 / 01）

41 - 52

繁體中文

本研究旨在探討彰化縣國小教師對於碳足跡的認知、態度及在教學應用上的狀況。以問卷調查的方式進行，共發出450份問卷，有效回收問卷401份，並以描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關等方法，進行統計分析，並探討教師對碳足跡的認知、態度與教學應用之間的相互影響。研究結果顯示教師對全球暖化、二氧化碳排放議題及珍惜資源等相關知識有相當的了解。但對「碳足跡」一詞的理解仍不足，在對碳足跡的態度及教學應用上則表現積極、正向。在教師背景變項，不同性別教師在碳足跡認知上呈現顯著，男性教師高於女性教師，態度及教學應用無顯著差異。不同年齡、不同學歷、不同學校規模之教師在認知、態度及教學應用無顯著差異。主要任教科目，教師的認知、態度無顯著差異，但在教學應用上呈現顯著，班級導師及自然與科技科任教師表現優於藝術與人文科任教師。任教年資，教師的認知、態度無顯著差異，教學應用上，任教21年以上教師表現優於其他年齡層教師。在碳足跡的認知、態度及在教學應用上的相關分析，教師對碳足跡的認知與態度呈現相關，態度與教學上的應用呈現顯著相關。

The aim of this study was to investigate the awareness of, attitude towards, and pedagogical usage of carbon footprint among elementary school teachers in Changhua County. A questionnaire survey was adopted; of the 450 questionnaires issued, 401 were effectively recovered. Descriptive statistics, an independent sample t-test, one-way analysis of variance, and Pearson's product were used to analyze correlations among teachers' awareness of, pedagogical usage of, and attitude towards the concept of carbon footprint. The results indicated that teachers had acquired considerable knowledge of global warming, carbon dioxide emission, and resource conservation. Although they did not comprehensively understand the concept of carbon footprint, they demonstrated a positive attitude regarding carbon-footprint reduction and actively made use of the concept pedagogically. Gender significantly influenced their carbon-footprint awareness: Male teachers demonstrated higher awareness than female teachers did. However, no significant differences were observed between male and female teachers' attitudes towards the idea of carbon footprint or their pedagogical approach to it. Awareness, attitude, and pedagogical approach did not differ according to teachers' ages, education levels, or school size. In core school subjects, no significant differences were observed in awareness and attitudes regarding carbon footprint for teachers of different subject specialisms; however, significant differences were observed in different subject teachers' pedagogical usage of the concept: Class instructors and nature and science teachers engaged more with the concept than art and humanities teachers did. Age did not demonstrate significant effects on either awareness of or attitude towards carbon footprint; however, teachers with more than 21 years of teaching experience demonstrated greater pedagogical usage of related concepts than other teachers. The correlation analyses indicated that teachers' awareness was correlated with attitude, that attitude was significantly correlated with pedagogical application, and that awareness did not correlate with pedagogical application.

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