A Study on Teacher's Fire-Prevention Concepts in Taipei Elementary Schools

• Main Authors: WU,BO-SHU, 巫柏樹
• Other Authors: SYU,MIN-YANG
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/65187892116290048271

碩士 === 臺北市立教育大學 === 自然科學系碩士班 === 98 === A Study on Teacher’s Fire-Prevention Concepts in Taipei Elementary Schools Abstract The main purpose of this study was to investigate the present status of fire disaster prevention concepts of Taipei City’s elementary school teachers and to explore the differences in disaster prevention concepts among teachers of different teaching background as well as the correlation in each respect. The study was conducted through the method of questionnaire survey while the research tool was the researcher’s self-developed questionnaire. The contents of the questionnaire were divided mainly into the conceptual cognition of fire knowledge and fire escape. A total of 510 valid samples were collected by stratified random sampling from Taipei City’s elementary school teachers as the scope of research. The analysis of data adopted the statistic methods of descriptive statistics, T-test, one-way analysis of variance, Scheffe post-hoc-comparison and Pearson product-moment correlation. The research findings are as follows: 1.The questionnaire for fire disaster prevention concepts showed an average rate of 61.5％ of correct answers indicating a common level of performance demonstrated by teachers. 2.In respect of fire disaster prevention knowledge, the knowledge of emergency response received the highest (71%) rate of score; while the behavior of emergency response received better (59%) rate of score in the aspect of disaster prevention skills. 3.Taipei City’s elementary school teachers showed significant differences in some part of the different variances for each item of fire disaster prevention concepts. In respect of disaster prevention knowledge, significant differences existed between age, professional background and current position in charge; while in disaster prevention skills, significant differences were demonstrated based on professional background and teaching seniority. 4.There were significant positive correlations between the conceptual knowledge and skills for fire disaster prevention among Taipei City’s elementary school teachers. The researcher suggested: 1.Teachers should actively participate in each kind of disaster prevention workshops or learning activities to upgrade their own disaster prevention knowledge so as to enhance their knowledge and capability in teaching. 2.Relevant government units should continue holding all kinds of disaster prevention education campaigns, in which the activities should be designed to meet the actual needs for learners to avoid any stereotype. 3.Currently, there is a lack of systematic teaching materials and implementation plans for elementary schools in disaster prevention education resources where their integration and consistency are also inadequate. Relevant government units should plan for a set of complete and systematic disaster prevention education materials so as to implement disaster prevention teaching. 4.It is suggested for future studies that, in addition to understanding teachers’ actual thoughts through such qualitative methods of non-multiple choice questions or interviews, other disaster related studies can also be conducted for such as earthquake, typhoons, landslides and floods to enable the levels for the application of disaster prevention education to be further expanded and completed. Key words: disaster prevention education, fire-fighting skills, fire knowledge