氣候變遷為近年全球關切的議題，因為它直接影響我們的生活甚至安全。 本研究旨在探討新北市國小教師在氣候變遷相關概念認知與態度之現況、不同變項差異情形與其相關程度。研究者以自編的「新北市國小教師氣候變遷相關概念認知與態度之研究問卷」為研究工具，並以新北市國小教師為研究對象，利用分層隨機取樣方式，共寄出600份問卷，回收有效問卷453份，用描述性統計、t考驗、單因子變異數分析及薛費（Scheffe’s）事後比較法等統計方法，所得主要結果如下： （一） 新北市國小教師在氣候變遷相關概念認知程度答對率為51.8%，屬中等程度；氣候變遷態度趨於正向，氣候變遷相關概念認知與態度的相關未達顯著差異。 （二） 不同專業背景、不同性別、擔任職務不同的新北市國小教師在氣候變遷相關概念認知上達顯著差異。 （三） 收看節目、閱讀書籍與相關網站經驗的新北市國小教師在氣候變遷相關概念認知上達顯著差異。 （四） 研習經驗、閱讀書籍與相關網站經驗的新北市國小教師在氣候變遷態度上達顯著差異。 （五） 氣候變遷相關知識來源依序為「電視新聞、廣播」、「電腦網路」、「雜誌、 報紙」、「學校課程、教科書」、「同事、朋友」。

Climate change has become a major issue all over the world in recent years because it affects our lives and safety directly. The main purpose of this study is to explore the cognition and the attitude of the climate change of the elementary school teachers in New Taipei City. A total of 600 copies of the self-designed “questionnaire of the cognition and attitude of the climate change of the elementary school teachers in New Taipei City.” were sent out to teachers that were selected by the method of “stratified random sampling”, therefore, the difference in school size and location can be included in the population. There were 453 effective samples, the response rate was 75.5%. The statistic analysis methods were descriptive statistics, T-test, one-way ANOVA, Scheffe’s method comparison and Pearson’s related analysis. The main results of the study were shown as follows： 1. The correct rate of overall cognition about climate change for the elementary school teacher in New Taipei City was 51.8% , this was in the medium level. In addition, the attitude about climate change for them was positive. However, there was no significant difference in the cognition and attitude about climate change for the teachers. 2. There was a significant difference between different gender, positions, and professional backgrounds of the New Taipei City’s elementary school teachers in their cognition of climate change. 3. There was a significant difference between various TV programs, reads and website browsed experience of the New Taipei City’s elementary school teachers in their cognition of climate change. 4. There was a significant difference among different teacher programs, reads and website browsed experience of the New Taipei City’s elementary school teachers in their attitude of climate change. 5. The most sources of climate change knowledge comes from the following order: (1) television news and radio, (2) internet, (3) reading materials and newspapers, (4) school curricula and textbooks, (5) colleagues and friends.