About this paper

Appears in:
Page: 1315
Publication year: 2011
ISBN: 978-84-614-7423-3
ISSN: 2340-1079

Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain

TEACHERS’ COGNITION, ATTITUDE AND ACTION TOWARD "ENERGY-SAVING AND CARBON-REDUCING"

C.Y. Chen, C.H. Ku

National Dong Hwa University (TAIWAN)
This study aimed at probing the cognition, attitudes and actions of junior high school teachers in Kaohsiung and Hualien area toward the issue of “energy-saving and carbon-reducing”. This research also analyzes the attribution of pro and con’s decision of actions to energy saving and carbon-reducing, and finally analyzes the point of junior high schools teachers from Socio-Scientific Issues towards to energy saving and carbon-reducing. The instrument was a self-development questionnaire “ Teachers’ Cognition, Attitude and Action toward Energy-saving and Carbon-reducing, TCAAEC”. The questionnaire was distributed to teachers of junior high school in Kaohsiung and Hualien area, 207 valid samples out of 246 were collected. The conclusions drawn from statistic findings are listed as follows:
1. Most teachers of junior high schools had no good enough cognition toward “energy-saving and carbon-reducing”. And there was significant difference in the cognition toward “energy-saving and carbon-reducing” in terms of teachers’ different personal backgrounds.
2. Most teachers of junior high schools held positive attitudes toward “energy-saving and carbon-reducing”. And there was significant difference in the attitudes toward “energy-saving and carbon-reducing” in terms of teachers’ different personal backgrounds.
3. In the self-evaluation of efficiency of “energy-saving and carbon-reducing”, about 60 percent teachers’ execution rate is under 60%. And there was significant difference in the actions toward “energy-saving and carbon-reducing” in terms of teachers’ different personal backgrounds.
4. The attribution of positive decision-making observed by the teachers of junior high school is the emphasis of the natural environment, the attribution of negative decision-making is that it cost more to buy the energy-saving products.
5. By the Attribution theory of Weiner, we may conclude that the future we promote “energy-saving and carbon-reducing” still have a little problems to solve.
6. More teachers of junior high school consider more important of the natural environmental protection than the economic development.
Finally, based on the findings, three suggestions were provided for government, teachers and for those researchers who would be interested in this field were proposed for reference.
@InProceedings{CHEN2011TEA,
author = {Chen, C.Y. and Ku, C.H.},
title = {TEACHERS’ COGNITION, ATTITUDE AND ACTION TOWARD "ENERGY-SAVING AND CARBON-REDUCING"},
series = {5th International Technology, Education and Development Conference},
booktitle = {INTED2011 Proceedings},
isbn = {978-84-614-7423-3},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2011},
year = {2011},
pages = {1315}}
TY - CONF
AU - C.Y. Chen AU - C.H. Ku
TI - TEACHERS’ COGNITION, ATTITUDE AND ACTION TOWARD "ENERGY-SAVING AND CARBON-REDUCING"
SN - 978-84-614-7423-3/2340-1079
PY - 2011
Y1 - 7-9 March, 2011
CI - Valencia, Spain
JO - 5th International Technology, Education and Development Conference
JA - INTED2011 Proceedings
SP - 1315
EP - 1315
ER -
C.Y. Chen, C.H. Ku (2011) TEACHERS’ COGNITION, ATTITUDE AND ACTION TOWARD "ENERGY-SAVING AND CARBON-REDUCING", INTED2011 Proceedings, p. 1315.
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