| Summary: | 碩士 === 國立臺南大學 === 生態科學與技術學系環境生態碩士班 === 100 === This study is designed to analyse and to discuss the use of Flip Study Cards to improve the carbon reduction learning effectiveness, after the implementation of the carbon dioxide reductions teaching aids, to influence the awareness and attitude of schoolchildren for carbon reduction, in order to provide schools in the future with educational reference on how to promote carbon emissions reduction.
The object of study is a control group about 287 students of Tainan City “T” Elementary School, carrying out a no teaching pretest and posttest; and a experimental group of approximately 456 students of Tainan City “L” Elementary School, carrying out a test before teaching, a test after teaching and a delayed test.
This study shall prevail the experimental design methodology, every single group is conducted a pretest and a posttest, it is produced with “E-STS carbon reduction teaching modules” as teaching aids and “Carbon reduction awareness and attitudes questionnaires” as research tools.
About the analysis of the data, it is used SPSS Statistics 19.0 software to carry out the characterization of the statistics, independent sample t-test, single factor analysis of variance (ANOVA), single factor analysis of covariance (ANCOVA) and with the qualitative interpretation of teacher interviews.
The research results are summarized as follows:
1. After teaching students of fourth and sixth grade of the experimental group, there is a divergence in the pretest and posttest of awareness.
2. After teaching students of fourth grade of the experimental group, there is not difference in the pretest and posttest of attitude; in sixth grade students, there are significant differences.
3. There is not difference in the student awareness pretest of the experimental group and the control group, however there is a significant difference in the posttest.
4. In all cases there is not difference in the student attitudes pretest and posttest of the experimental group and the control group.
5. About the background variables of the experimental group, after teaching there is not significant difference in the awareness and the attitude of students of different grades; there is not difference in the awareness of students of different sex, but in the attitude test, the girls attitude are more positive than the boys. In the awareness score, the average after teaching of the high socio-economic families is higher than the other two groups, in this case there are significant differences; however there are not significant differences in the carbon reduction attitude of the students from different socio-economic status of the families.
6. There is not difference between the posttest and the delayed test in the experimental group.
7. Flip Study Cards can improve the learning of the carbon reduction.
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