Exploring the affective factors of green energy education for elementary school in the Tainan County

• Main Authors: Chih-Ming Liu, 劉志明
• Other Authors: Cing-Ci Kuo
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/66964497971728537891

碩士 === 立德大學 === 科技管理研究所 === 98 === The energy usage increases significantly because of the expansion of economic.The usage of fossil energy results in the rising of CO2 concentration in atmosphere and global environment change. The shortage of energy also results in the global economic inflation. So the energy issues become more important in many countries as well as Taiwan. With the government policy, the implementation of green energy education in school is one of the solutions in which the students will learn proper recognition and attitude for using energy properly. The main purpose of this study was to explore critical success factors of green energy education for elementary school.The main objective of this study is to explore the principal elements to succeed the green energy education in elementary school. The UTAUT is adopted as the research model , it adopted the questionnaire as the research model. PLS, SPSS and chow test is used as analytical tools. The results shows that the hypothesis model which founded by UTAUT has a better adoption to Behavior Intention (BI) and Use Behavior (UB) in developing green energy education in elementary school. In the UTAUT model, that the following four factors: performance expectancy, effort expectancy, social influence and self-efficacy, provides positive influence to teachers when advancing and developing green energy education in elementary school. For instance, Facilitating Conditions (FC) and the behavioral intention, also prove to influence teachers positively toward the usage of green energy education. Furthermore, according to the outcome of these pure-moderators study, such as variations of fenders, age, voluntariness and teaching experience, we discovered different pure-moderators would have great effect to Behavior Intention (BI) and various paths of using behavior. Based on the above mentioned conclusions, education authorities and academic research organizations can understand the present circumstances and principal elements in developing green energy education in elementary school. Furthermore, the suggestions have been made as references in order to advance and develop green energy education in elementary school.