| 摘要: | 能源教育學科涵蓋了工程科技、環境生態及教育方針，並與經濟法政及社會議題息息相關。本計畫主要針對因應未來能源及環境科技領域所需之研究人才，透過學校的教育訓練及活動，養成學生節能減碳素養，並培育未來能源及環境科技的基礎與研究人才。本計畫將從學校教育的每日觀察生活開始，找出潛藏在節能減碳實踐中的矛盾，並且針對矛盾來消除實踐中的阻力，期望帶來正向推動的力量。本計畫分為三項子計畫，子計畫一屬於教學場域的實踐，由新北市立鳳鳴國中主導，教學場域透過制式教育活動的課程模組規劃，實踐節能減碳的教育意涵；子計畫二則利用社會文化觀點下的活動理論(Activity Theory)出發，以子計畫一為研究田野場域，從集體行為的角度分析國民中學全校師生的節能減碳活動，透過兩個子計畫之間的密切研究合作，發展一套能在台灣國民中學情境進行節能減碳的最佳實踐。子計畫三透過創新的索引式教學，協助子計畫一教學場域於落實節能減碳教育過程中，增加索引、補充式教學，將能源及節能減碳教育融入現行課綱，將相關知識深化於學生學習生活中。整體計畫將借用 Engeström 所提出的活動理論(Activity Theory)六大觸角來分析教育情境中的活動，成員(Subject) 與其所處之社群(Community)如何透過手段( Tools) 、規則(Rules)、分工(Division of Labor)來達成目標(Objective)，並且從中找尋隱藏在活動之下的深層矛盾，以便了解節能減碳教育實踐中的助力與阻力，針對這些情況提出更加真切的解決建議。 Education is conventionally assumed to play a pivotal role in cultivating energy thrift behaviors and attitudes in society. Research is often presented as having the percentage of energy-thrifting behaviors increased after energy-related activities participation while energy-squandering behaviors decreased. Although this type of research is of most welcome, routine, by definition, is difficult to disrupt. Much of the research pays insufficient attention to the complex and often messy relations between individuals in different situations (i.e., classroom, office, or home), and between different roles in school setting (i.e., students, teachers, colleagues, or parents). Therefore, contradiction analysis of the effective education for a more energy-literate society via compulsory primary and secondary education is necessary. Using activity theory (Engeström, 2005) as a framework, we consider the school itself instead of the individual person as the unit of analysis. In other words, in addition to the individual behaviors, energy saving practice, events, and the struggles of the members in the school are our major concerns. Using activity system as the unit of analysis, this study will challenge previous approaches (i.e. attitudinal change proved by survey). It is expected that our approach will illuminate the paradoxical aspects of moving routine behaviors toward ESCER lifestyles. A three-year project consists of three sub-projects: (1) Developing three integrated curriculum modules for ESCER in a junior high school, (2) Identifying disturbances and inner contradictions of ESCER activities in a junior high school in order to generate best practice, and (3) Generating mini-lesson plans and teaching materials for integrating ESCER into science subject matter. Sub-project I will be conducted in Fung-Ming Junior High School. Sub-project III will be collaboratively conducted by science teachers in Fung-Ming Junior High School and professors in Graduate Institute of Energy Engineering. Sub-project II will be carried out by professors in Graduate Institute of Learning and Instruction and the principal as well as all teachers in Fung-Ming Junior High School. Organized in this way, the results of this project are expected to generate practical knowledge, including index-based teaching materials, integrated curriculum modules of ESCER, as well as the best practice of ESCER in junior high schools in Taiwan. 研究期間：10004 ~ 10103 |
