本研究主要目的在瞭解營造工作者環境素養及學習意願之現況，並且藉由實施環境教育課程，營造工作者環境素養及學習意願改變的差異情形。本研究以問卷「環境教育對營造工作者環境素養及學習意願調查問卷」為研究工具，總計共計取得有效問卷514份，環境教育採取便利取樣方式，選取122名營造施工者進行環境教育。問卷分析方式採用IBM SPSS Statistics 20 統計軟體，進行描述性統計、獨立樣本t 檢定、使用單因子變異數分析、史皮爾曼積差相關進行統計與分析。根據本研究資料分析主要結論如下： 一、營造工作者之環境素養方面，以認同環境保護的理念，但在實際行動上仍顯有所不足。學習意願方面受試者對節能減碳知識，學習意願較強烈，但對主動參與環境教育相關宣導課程，學習意願較不明顯。 二、不同背景變項營造工作者於環境素養及學習意願各層面並無顯著差異。在環境教育課程實施前後，不同背景變項之性別、有無子女、年齡、個人平均收入及作業項目等，其學習意願具正面影響。 三、營造工作者環境素養高低與學習意願並並無顯著差異。 四、營造工作者實施環境教育課程前後，環境素養並無顯著差異，學習意願具顯著差異，顯示接受環境教育課程後，改變學習意願具正面影響。 五、接受實施環境教育後之研究對象，有關接受環境教育學習意願方面，其中若環境教育法規定勞工應參與環境教育及主動參加環境教育課程等具明顯差異，顯示接受實施環境教育後，改變學習意願具正面影響。;The purpose of this study was to investigate the environmental literacy and willingness among construction workers to learn and further explore the differences between the environmental literacy and willingness to learn. A questionnaire titled “Questionnaire on construction workers’ environmental literacy and willingness to learn environmental education” was administered, and 514 valid responses were collected. Using convenience sampling, 122 construction workers were selected to take an environmental education course. Data were analyzed on IBM SPSS Statistics 20 using methods including descriptive statistics, independent sample t-test, one-way ANOVA, and Pearson product-moment correlation. Conclusions derived from the analysis results were as follows: 1. In the aspect of environmental literacy, the construction workers agreed with the ideas and goal of environmental protection but had insufficient actions for environmental protection. In willingness to learn, they showed a stronger willingness to acquire knowledge about energy saving and carbon reduction but little willingness to take part in promotion of environmental education. 2. The construction workers’ environmental literacy and willingness to learn did not vary significantly by demographic variables. Their willingness to learn was positively related to gender, status of having a kid, age, average personal income, and tasks. 3. The construction workers’ willingness to learn was not significantly affected by their environmental literacy. 4. After taking the environmental education course, the construction workers showed no significant difference in environmental literacy but a significant improvement in willingness to learn, indicating that the environmental education course had a positive effect on their willingness to learn. 5. After taking the environmental education course, the construction workers showed a significant difference in willingness to learn environmental education, particularly the education in which labor workers are required to participate as mandated by Environmental Education Act, suggesting that the environmental education course had a positive effect on their willingness to learn.
