| Summary: | 碩士 === 臺北市立大學 === 地球環境暨生物資源學系環境教育與資源碩士班 === 103 === Typhoon, extremely heavy rain, cold surge, drought, often referred to as the four major weather disasters in Taiwan. In recent years, under the impact of global warming that led to extreme weather events such as heavy rainfall and droughts occur frequently, how to respond is an important issue for the future disaster prevention education. In order to understand the current situation of meteorological disaster awareness and disaster prevention literacy of sixth grade students in Taipei and New Taipei cities, the questionnaire survey is conducted in this study. The purposes of this study include: (1) to understand the status of students’ meteorological disaster awareness and disaster prevention literacy; (2) to investigate the discrepant factors which influence the performance of students’ meteorological disaster awareness and disaster prevention literacy; (3) to explore the relationship between the students’ meteorological disaster awareness and disaster prevention literacy.
The proportional stratified sampling method is applied in this study, totally, there are 502 samples which selected from four primary schools in Taipei city and six primary schools in New Taipei city. Research samples had been analyzed by the statistical methods of t-test, one-way ANOVA, Tukey’s HSD Test and Pearson’s correlation method etc. The main results of this study were detailed in the following points.
(1) Disaster knowledge sources in order, is the school curriculum, television broadcasting, family or friends, computer Internet, reading materials and smart phone APP.
(2) The average correct rate of meteorological disasters awareness is 58.9%, which means the sixth grade students had common knowledge for meteorological disasters. The correct rate of four particular disasters which sorted from high to low is heavy rain, cold surge, typhoon and drought. The average score of disaster prevention literacy is 4.09 points, which represents that most students held positive literacy toward disaster prevention. The score of three literacy items which sorted from high to low is disaster skill, disaster attitude and disaster knowledge.
(3) The scores of meteorological disaster awareness are significantly influenced by students’ background variables, such as school district, parents' educational level, favorite subjects, reading frequency, disaster interest, science camp experience, the type of disaster experience and knowledge of the sources. While the performances of meteorological disaster prevention are significantly influenced by students’ background variables, such as gender, school district, favorite subjects, disaster interest and knowledge sources.
(4) The relationship between meteorological disaster awareness and disaster prevention literacy indicates a low positive correlation. However, the relationship among any two items of disaster skill, disaster attitude, and disaster knowledge presents a moderate positive correlation.
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