文章詳目資料
科技博物
加入收藏
下載文章
| 篇名 | 博物館「碳足跡」闖關活動對觀眾碳足跡態度的影響 |
|---|---|
| 卷期 | 16:2 |
| 並列篇名 | The Influence on Visitors’ Attitude toward Carbon Footprint through Museum Station-Rotation Activities |
| 作者 | 張美珍 、 郭鳳娟 、 林淑歆 |
| 頁次 | 045-072 |
| 關鍵字 | 闖關活動 、 節能減碳 、 碳足跡 、 station rotating activity 、 energy saving and carbon reduction 、 carbon footprint |
| 出刊日期 | 201206 |
中文摘要
本研究旨在探討博物館舉辦「一步一腳印，追蹤碳足跡」闖關活動對國小學童碳足跡的認知與態度之影響。研究者從博物館鄰近國小取樣進行調查，並以2010 年7 月17日至8 月1 日週末期間參加闖關活動之國小學童為主要研究對象，藉以比較兩群學童在碳足跡的認知與態度上之差異。其中未參加活動的學童有效樣本為234 人，參加活動的有效樣本有330 人。研究者從碳足跡的認知、行為與情感等三個構面編製態度問卷，以獨立樣本二因子變異數分析兩組學童在不同背景變項下其碳足跡態度的表現情形，研究結果發現：
一、整體而言，參加碳足跡闖關活動之國小學童在碳足跡認知、行為與情感等三個構面上均顯著優於未參加的學童。
二、家長學歷較高者的學生在碳足跡態度之認知構面的表現明顯較佳。
三、學童具較高節能減碳知覺經驗值者，在認知、行為與情感等三個構面均顯著高於經驗值較低的學生。
四、學生是否參加活動與年段兩個變項對碳足跡態度表現具有交互作用，兩個群組的學童，會因不同年段而在碳足跡態度三個構面的表現不一，顯示闖關活動對不同年段在碳足跡態度三個構面的影響不同。
五、博物館辦理之碳足跡闖關活動對於學童在碳足跡態度具一定影響力，尤其在認知層面具較大的影響。
英文摘要
This article investigated the effect on elementary students’ attitudes who attended the museum station rotating activity on carbon footprint subject. The research subjects came from two groups. First group were 234 students from the pupils who studied in the schools near the museum but not attending the activity. The others were 330 elementary students who attended the activities held during weekends from 17th July to 1st August 2010. This study applied quantitative research method to collect data from questionnaires which contained three phases: cognition, behavior and affection. The MNOVA was applied to analyze the questionnaires data from two groups to investigate the effect of station rotating activity. The major findings of this study suggested that:
1. The pupils who attended the station rotating activity about carbon footprint had better performance significantly in the phases of cognition, behavior and affection.
2. Higher educational background of pupils’ parents presented better performance significantly on the cognition phases of carbon footprint attitude.
3. Students with more energy related experience presented better performance significantly comparing to those with lower energy related experience.
4. Two groups students’ carbon footprint attitude affected by grades and the station rotating activity interactively. Students with different grades had different performance due to the station rotating activity.
5. It shows the carbon footprint station rotating activity held in museum certainly help children enhance the attitudes, especially in the cognition phase.