| Summary: | 碩士 === 國立臺南大學 === 環境生態研究所在職專班 === 98 === The purpose of this study is to understand the cognition and attitude of students and teachers in Tainan’s elementary schools with different backgrounds toward green life, the affection to it, and the correlation between the cognition and attitude. To fulfill the purpose of this research, I adopted the questionnaire as the research method. The title of this questionnaire is “The Study of Cognition and Attitude of Students and Teachers toward Green Life in Tainan’s Elementary Schools.” The researcher used all qualified elementary schools’ students and teachers in Tainan as a population. The samples were selected by the method of “stratified random sampling” so that difference in school size and location could be included in the population. There were 900 student’s questionnaires in total with 527 effective questionnaires collected and 450 teacher’s questionnaires in total with 306 effective questionnaires collected. The surveys were analyzed by statistical methods including descriptive statistics analysis, independent-samples t-test, one-way ANOVA and Pearson product-moment correlation.
The conclusions of the research results are as the followings. In Tainan elementary schools’ students’ cognition toward green life were basic, and they have positive attitude. Their cognition and attitude are related to their personal backgrounds－gender, grades and interesting subjects. There is no significant difference between Green life cognition and attitude. In Tainan elementary schools’ teachers’ cognition toward green life was beyond average level, and they have very positive attitude. Most of background factors on teacher did not influence teacher’s cognition and attitude besides joining environment protection activities before or not. There is no significant difference between Green life cognition and attitude.
In the end, the findings will be further discussed accordingly and concrete proposals will be provided as references for related institutes and further researchers. First, to encourage students to learn from each other; Second, to think the effect of gender about green life education seriously; Third, to hold green life education activities; Fourth, to supply multiple information about green life; Finally, to design and plan green life education courses.
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