Cognition, Attitude and Pedagogical Application on Carbon Footprint for the Elementary School Teachers in Changhua County

• Main Authors: Tsun-Shou Huang, 黃圳守
• Other Authors: Shih-Chung Yu
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/14267591001346698526

碩士 === 大葉大學 === 環境工程學系碩士在職專班 === 103 === This study aims at an investigation on cognition, attitude and pedagogical application on carbon footprint for the elementary school teachers in Changhua County. Questionnaire survey was adopted, with 450 questionnaires issued, out of which 401 valid were recovered and subject to descriptive statistics, independent sample t-test, one-way ANOVA and Pearson's product moment correlation analysis for statistical analyses to probe into correlations between such teachers’ cognition, attitude and pedagogical application on carbon footprint. This study discovers that teachers have acquired considerable knowledge of global warming, carbon dioxide emission and treasuring resources, but do not understand adequately “carbon footprint”, and show positive attitude towards carbon footprint and conduct pedagogical application actively. From the perspective of background-related variants: 1. Gender significantly influences teachers’ cognition of carbon footprint, and male teachers better female ones; but gender dose not lead to significant differences in the attitude and pedagogical application. 2. Teachers at various ages, bearing different educational background or from diverse sized schools do not differ significantly in the cognition, attitude and pedagogical application. 3. In respect of the subject currently engaged in, teachers do not differ significantly in either cognition or attitude but show noticeable difference in pedagogical application, with class instructors, nature and science teachers bettering art and literature teachers. 4. Regarding years of teaching experience, teachers do not differ significantly in either cognition or attitude, while those bearing over 21 years of experience perform better in pedagogical application than the rest. 5. As correlation analyses indicate, teachers’ cognition on carbon footprint correlates to attitude, attitude significantly correlates to pedagogical application, and cognition does not correlate to pedagogical application.