Study on the Cognition and Attitude toward the Concepts of Nanotechnology Integrated in Environment Protection Conception of Elementary School Teachers

• Main Authors: Yang, Su-Mian, 楊淑棉
• Other Authors: 古建國
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/40990901290064442422

碩士 === 臺北市立大學 === 應用物理暨化學系 === 104 === Nanoparticle has been proved as an efficient catalytic and adsorption. Due to the features of nanoparticle, it can deal with the pollution caused by industry and also increase the efficiency of pollution dealing. Therefore, it has been frequently used in environmental protection domain. Since the smog is getting more severe in recent years, it would be crucial to let students have basic concepts of nanotechnology. However, the current elementary course did not include enough concepts of nanotechnology. Therefore, it’s essential to develop courses that related to nanotechnology for elementary students. The aim of this study is to investigate elementary school teachers’ cognition and attitude toward integrating nanotechnology in environment protection issues. The researcher used self-designed questionnaire named as “elementary school teachers’ cognition and attitude toward integrating nanotechnology in environment protection issues” as the method of investigation. In this research, the researcher delivered the questionnaire to forty-one elementary school teachers who have taken nanotechnology related courses. Also, five hundred and sixty questionnaires are delivered to elementary teachers from various school scale in Taipei City, New Taipei City and Taoyuan City through proportional stratified sampling. In the end, the researcher got four hundred and twenty eight valid questionnaires. Based on these data, the researcher compared the differences of elementary school teachers’ cognition and attitude with different background. The results of this study were shown as below : 1. Most of the teachers have clear understandings of nanotechnology, but they need to improve the knowledge of “environmental harms caused by nanotechnology.” Furthermore, their attitudes toward nanotechnology are generally positive and they are willing to pay attention to the issues of nanotechnology and environment protection. However, they are doubt if they are able to teach nanotechnology well. 2. Teachers who own different personal background will hold different cognition and attitudes toward nanotechnology. (1) Teachers who have taken nanotechnology related courses and who have taught nanotechnology in elementary school hold more positive attitude and cognition when it comes to integrating nanotechnology in environment protection issues than other elementary school teachers. (2) Science teachers and teachers who graduated from department of science and technology hold relatively positive attitude, faith and cognition toward integrating nanotechnology in environment protection issues. However, their perspective toward the importance of integrating nanotechnology in environment protection issues is as same as other teachers. (3) Male teachers hold more positive attitude toward integrating nanotechnology in environment protection issues. 3. The elementary school teachers who have taken nanotechnology related courses outperformed from other elementary school teachers in nanotechnology cognition. Moreover, they hold more positive attitudes when it comes to integrating nanotechnology in environment protection issues than other elementary school teachers. 4. The correlations between the cognition and the attitude of nanotechnology of the elementary school teachers who have taken nanotechnology related courses were not significant enough. However, there were significant positive correlation between the cognition and the attitude of nanotechnology of other elementary school teachers. This research shown that elementary school teachers who have taken nanotechnology related courses hold more positive cognition and attitude toward integrating nanotechnology in environment protection issues than other teachers. Elementary school teachers could enhance their knowledge of nanotechnology through studying. In addition, coherent units could also add the concepts of nanotechnology into elementary school’s courses as well as pre-teachers’ courses. By doing so, their cognition and faith would become more positive when it comes to integrating nanotechnology in environment protection issues. Therefore, elementary school teachers will be more willing to involve nanotechnology into their own class and have more confidence while teaching.