Teacher Education Students'' Energy Literacy and Energy Conservation Attitudes: A Case Study of Chaoyang University of Technology

• Main Authors: Kai-Chun Huang, 黃愷俊
• Other Authors: Wen-Yu Wang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/86989981580879549003

碩士 === 朝陽科技大學 === 環境工程與管理系碩士班 === 100 === The 21st century is the era of rapid development of high technology, human beings rely on energy use more often than before; and how to properly handle the energy problem will affect human life and the environment ecology. To cultivate the correct energy literacy and energy conservation attitude will help mitigate global warming. Teacher education students receive pre- service education, their performances are highly related to their learning attitudes. They are responsible for future energy education and dvocacy; Their performances are important indicators of competent teachers in the future.The main purpose of this study is to explore energy literacy and attitudes of teacher education students and related background variables. This study used questionnaires to survey teacher education students about their energy literacy and attitudes. SPSS was used to analyze data. Descriptive statistics (mean and standard deviation) , t-tests, Anovas, and Pearson’s product-moment correlation were analyzed. The analysis results indicated that the average score of energy literacy of teacher education students is 60.5 (out of 100) , an intermediate performance on overall knowledge of energy. The overall average scores is 4.31 in the 5-point Likert scale for energy conservation attitude, a positive tendency. Related factors of energy literacy of teacher education students were gender, age, college attended, teacher education program and grade. Male, older, students from other colleges than social and humanity college had better energy knowledge. Related factors for energy conservation attitude were age, education background, major, teacher education program, grade, and academic achievement in original major. Students who were older, with higher educational levels, from day division, from higher grade, attending middle school teacher education, with better academic achievement had more positive energy conservation attitudes.