為培養高中生對於全球溫室效應、能源短缺等環境議題的重視，及能源科技研究發展與應用的興趣，以密集性的非正規方式進行節能減碳知能的教育。工作坊的活動設計共三天，包括參訪、專題演講、實作、與心得分享等多元方式進行。參加的學生為不同學習情境的兩個類群，分別為「專題研究導向」學生與「服務學習導向」學生。研究採質量並重方式蒐集資料，包括本研究開發的問卷、學生每天撰寫的心得、學生的口語報告與研究者參與觀察等。經分析後發現不同類群的學生對工作坊活動方式的偏好不同；工作坊活動能達到活動規劃的目的與重點；學生獲得節能減碳相關議題更豐富的知識，對節能減碳的信念與學習更為積極與多元，也願意投入節能減碳的活動。

To enhance high school students’ attention of global warming, energy shortages and environmental issues, and interest of energy technology research and development, the researchers design a intensive non-formal energy saving and carbon reduction (ESCR) workshop in three days. The ESCR workshop has different activities includes field trip, lecture, hands-on experiment, and experience sharing. Students come from two different learning contexts: a research project-oriented learning and service-oriented learning. By analyzing questionnaire data, students’ daily experience sharing, oral reports and researchers’ participate observation, this study found that different groups of students had different preferences in workshop activities; students learned more on the issues of energy saving and carbon reduction; students had stronger belief in learning motivation on carbon reduction.