| Summary: | 碩士 === 國立臺南大學 === 環境生態研究所在職專班 === 98 === The purpose of the research was to understand cognition and attitude of teachers and students towards environmental impact (EI) and sustainable development (SD) in Tainan’s elementary schools through “The Questionnaire of the cognition and attitude of Tainan’s elementary school teachers and students to EI and SD”. Furthermore, under different background variables, we discussed the differences among elementary school teachers and students on the EI and SD between the whole and the levels; and the correlations between the cognition and attitude of EI and SD. The subjects, elementary school teachers and students in Tainan County and City, were adopted by stratified sampling and cluster random sampling, and collected 327 valid sample data of teachers and 576 of students. The data were analyzed by Descriptive Statistical Analysis, T test, One-Way Analysis of Variance, Scheffe and LSD post-hoc comparison, Pearson product-moment correlation coefficient, and Analysis Method.
The findings of this study revealed that the elementary school teachers performed well in the overall cognition of EI and SD, reached the upper standard; and revealed active and positive attitude in the overall attitude. Furthermore, the female elementary school teachers performed better in the overall cognition of EI and SD than the male teachers. Moreover, the cognition and attitude of elementary school teachers revealed weak positive correlation.
Besides, the high graders of elementary schools were acceptable in the overall cognition of EI and SD, and revealed very active and positive attitude in the overall attitude reaction. The female high graders were superior to the male ones in the overall cognition degree of EI and SD. The high graders in Tainan City were superior to those in Tainan County in the overall cognition of EI and SD. The high graders who are interested in Science and Social Studies were superior to those who are not interested in the overall cognition of EI and SD. The high graders who are not interested in Health and PE were superior to those who are interested in the overall cognition. The fifth graders were superior to the sixth graders in the overall cognition. The high graders who are interested in Arts and Humanities were superior to those who are not interested in the overall cognition. Finally, the cognition and attitude ofthe high graders revealed low positive correlation.
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