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題名:國中體育教師對細懸浮微粒之環境知識與環境態度對實際行為之研究 —以雲嘉南地區為例
作者:葉長樟
作者(外文):Yeh chang tsang
校院名稱:國立嘉義大學
系所名稱:教育學系研究所
指導教授:洪偉欽
學位類別:博士
出版日期:2020
主題關鍵詞:環境知識環境態度行為意圖細懸浮微粒environmental knowledgeenvironmental attitudebehavior intentFine Particulate Matters
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本研究旨在探討雲嘉南地區國中體育教師對細懸浮微粒相關之環境知識、環境態度與實際行為之現況,及教師之個人背景變項與上述三者之相關,以及上述三者之間是否有所相關。研究工具採用自行編修之量表以問卷調查法進行研究,並以普查方式發放共 402份問卷,有效回收377份問卷,有效回收率為93.8%;所得資料利用描述性統計、獨立樣本 t 檢定、單因子變異數分析、皮爾森積差相關、Partial Least Squares(PLS)分析等統計工具進行分析,結果如下:
1. 雲嘉南國中體育教師對細懸浮微粒相關環境知識之認知領域較為不足;環境知識之情意領域為正向態度;環境態度與實際行為皆達中等程度以上,實際行為落於「有時」 與 「經常」 之間,仍有進步空間,所以應該透過環境相關課程以提升認知領域 (環境知識) ,可讓人擁有較佳之環境態度及更負責之環境行為。
2. 背景變項性別、年齡、最高學歷、任教年資、一年內是否參加過環境教育研習、曾因不實施或未適當實施環境教育而被指責或勸說、曾因為確實執行教育以外的環境汙染防制行為而被指責或勸說等七個自變項在環境知識之認知領域上皆未達顯著性差異。七個自變項在環境知識之情意領域上皆未達顯著性差異。七個自變項在環境態度上皆未達顯著性差異。「最高學歷」在實際行為上有顯著差異,因為不當環境行為而受到道德壓力之情形並不普遍,亦無在任何環境相關變項有統計上之意義。
3.環境知識之認知領域與環境知識之情意領域與實際行為僅呈現低度相關,且其與環境態度無相關,環境知識之情意領域則與環境態度及實際行為呈現低度至中度相關,環境態度則與實際行為成中度相關。
4.體育教師環境知識對環境態度有顯著的正向影響,體育教師環境知識對實際行為有顯著的正向影響,體育教師環境態度對實際行為有顯著的正向影響,以上都有顯著的正向影響。同時環境知識與環境態度對實際行為之影響,其具有較小的影響效果。
上述研究結果本研究結論認為,國中體育教師對細懸浮微粒的認知需透過環境相關課程以提升認知領域 (環境知識),可讓人擁有較佳之環境態度及更負責之環境行為,這樣可以對學生的健康與教學上越有助益。
The purpose of this study is to explore the current state of environmental knowledge, environmental attitude and actual behavior of physical education teachers in Yunjianan region, and whether the personal background changes of teachers are related to the above three, and whether there is any correlation between the above three. The research tools used self-compiled scales to conduct questionnaires and distributed a total of 402 questionnaires by census, effectively recovering 377 questionnaires, with an effective recovery rate of 93.8%, and the data werederived from descriptive statistics, independent sample t-checking, single-factor variation analysis, Pearson accumulation correlation. Statisticaltools such asPartial Least Squares (PLS) analysis are analyzed and the results are as follows:
1. The physical education teachers of Yunjia South Junior High School do not have enough knowledge about the environmental knowledge related to fine suspended particles; the affective field of environmental knowledge is a positive attitude; the environmental attitude and actual behavior are both above medium level, and the actual behavior falls in "sometimes" There is still room for improvement from "frequent", so environmental related courses should be used to enhance the cognitive field (environmental knowledge), which can give people a better environmental attitude and more responsible environmental behavior.
2. Background Variables Gender, age, highest education, years of teaching, whether you have participated in environmental education studies within one year, have been accused or persuaded for not implementing or not properly implementing environmental education, and have used environmental pollution other than education The seven independent variables, such as being accused or persuaded to prevent behavior, did not make significant differences in the field of environmental knowledge. The seven independent variables did not reach a significant difference in the field of environmental knowledge. The seven independent variables did not reach significant differences in environmental attitudes. There is a significant difference in the actual behavior of the "highest degree". It is not common to receive moral pressure due to improper environmental behavior, and there is no statistical significance in any environmental related variables.
3. The cognitive field of environmental knowledge and the field of emotion of environmental knowledge are only related to the actual behavior, and it is not related to environmental attitude, the field of environmental knowledge is related to environmental attitude and actual behavior to be low to moderate, and environmental attitude is moderately related to actual behavior.
4. The environmental knowledge of physical education teachers has a significant positive impact on environmental attitudes. The environmental knowledge of physical education teachers has a significant positive impact on actual behaviors. The environmental attitude of physical education teachers has a significant positive impact on actual behaviors. To influence. At the same time, the impact of environmental knowledge and environmental attitudes on actual behavior has a smaller effect.
The above-mentioned research results conclude that the research findings of middle school physical education teachers on fine suspended particles need to be improved through the environment-related courses (environmental knowledge), so that people can have better environmental attitudes and more responsible environmental behaviors, which can help students The health and teaching are more helpful.
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