A Meta-Analysis of The Effects of Energy Education Programs for Students: Between 1995~2013

• Main Author: 賴瑞郁
• Other Authors: 廖錦文
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/74hqdn

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 102 === This study aims to investigate theeffect of school energyeducationin Taiwan and its impact factors. Regarding themeta-analytic research on school energy education, the current study had collected correlated literature on experimental teaching of energy education from 1995 to 2013. Afterdeleting unqualified samples from research experiment, the researcher had adopted a total of 32 samples to the current study, among which there were the effect size of 90 studies available for analysis. The meta-analytic coding sheet was adopted as the research mothod for classification, then the meta-analytic software CMA was utilized for conversion of the effect size and lastly SPSS was applied for statistical analysis. The following conclusions had been summarized based on the purpose of the study: I. In general, the effect of school energy education had proved to achieve middle-high level of teaching.It is shown to acquire the best effect on the energy recognition. II. In regard to the recognition level, the school energy education had produced middle-high level outcome and the recognition of "relationship between energy and environment” were proved to achieve the best outcome. III. Concerning the attitude level, the school energy education had delivered middle level outcome. It is proved to reflect the best teaching effect on the attitude of energy saving and carbon reduction. IV. With respect to the action level, the teaching of practicing energy saving and carbon reduction had gained middle level outcome. V. As to different subects of school energy education, teaching junior high school students seemed to achieve the best outcome. VI. For different teaching strategies of school energy education, using E-learning was shown to reach the best result. VII. Two important factors as teaching environment and energy literacy of the teachers could influence the teaching effect of energy education.