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研究生:胡文耀
研究生(外文):pacer hu
論文名稱:高職電磁防護教學介入成效之研究
論文名稱(外文):A Study of the Intervention Effects of Electromagnetic Protection Instruction to Vocational High School Students
指導教授:張嘉育張嘉育引用關係楊成發楊成發引用關係
指導教授(外文):chang chia-yuyang chan fa
學位類別:碩士
校院名稱:國立臺北科技大學
系所名稱:技術及職業教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2001
畢業學年度:89
語文別:中文
論文頁數:173
中文關鍵詞:教學介入電磁防護教學電磁防護態度電磁防護行為意向
外文關鍵詞:interventionelectromagnetic prevention and protection education activitieselectromagnetic prevention and protection attitudeelectromagnetic prevention and protection behavior
相關次數:
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  • 收藏至我的研究室書目清單書目收藏:2
本研究旨在瞭解高職電機、電子與資訊科群學生於電磁防護教學介入後,探討電磁防護知識、電磁防護態度與電磁防態行為意向的成效,並探討學生不同背景變項對電磁防護教學的影響。因此,本研究目的在於:(一)探討電磁防護教學介入對高職學生電磁防護「知識」的教學效果。(二)探討電磁防護教學介入對高職學生電磁防護「態度」的教學效果。(三)探討電磁防護教學介入對高職學生電磁防護「行為意向」的教學效果。
本研究採用文獻探討、實驗教學(準實驗研究法)與問卷調查進行研究,研究對象為具有電學背景之電機、電子與資訊科群的高職學生。並以基隆地區為抽樣母群體;立意抽取三班,分別為實驗組、校內控制組與校外控制組。並於教學介入計畫進行前實施電磁防護知識前測,及教學介入後實施完整的電磁防護態度調查問卷,共計前測有效問卷106份,無效問卷19份;後測有效問卷117份,無效問卷為8份。
實驗教學內容為三個單元教材內容及單元教學活動設計。本研究工具為「高職學生電磁防護知識、態度及相關行為意向測驗量表」,以描述性統計法、獨立樣本t考驗、單因子變異數分析、多因子變異數分析等統計方法進行資料統計分析。
根據資料分析結果,獲得下列研究發現:
一、電磁防護教學確實能明顯提升高職電機、電子與資訊科學生對電磁基本知識、防護知識的認知。
二、電磁防護教學對高職學生之學習電磁防護態度知識信心與電磁防護態度概念有明顯正向作用,在其他部分沒有明顯不同。
三、電磁防護教學介入於實驗組後,與控制組學生相比較確能在電磁產品防護行為意向有明顯的差異。而未接受教學防護教育的高職學生,其對電磁相關產品的防護行為意向則顯然薄弱。因此,電磁防護教學活動使高職學生電磁防護意向具有正向的效果。
四、電磁防護教學活動介入後,高職學生不會因為其學業成績的高低、家庭社經地位高地位的因素,而影響電磁防護知識、態度與行為意向的效果。由此可見教學介入成效不是取決於高職學生的個人背景因素。
The purpose of this research understood the accomplishment from introducing the education of electromagnetic prevention and protection toward electrical engineering, electronics and information science vocational high school students. Also, discussed the influence of electromagnetic prevention and protection education toward different students with different background. Therefore, the main goal of this research was as follows; (1) discussing the effectiveness on teaching and learning “knowledge of electromagnetic prevention and protection” when introducing electromagnetic prevention and protection education to vocational high school students; (2) discussing the effectiveness on teaching and learning “electromagnetic prevention and protection attitude”; (3) discussing the effectiveness on teaching and learning “electromagnetic prevention and protection behavior” when introduced electromagnetic prevention and protection education to vocational high school students.
This research follow the method of documentation study, experimental instruction and questionnaire investigation. The people being studied were electrical engineering, electronics and information science vocational high school students. From Keelong parent population, purposive sampling in three groups; (1) experimental group; (2) undergraduate control group; (3) graduate control group. Beside a questionnaire was taken on the knowledge of magnetic prevention and protection before introducing magnetic prevention and protection education, a questionnaire on the attitude of magnetic prevention and protection was completed after the education. There were 106 effective questionnaires and 19 non-effective questionnaires before introducing the education. There were 117 effective questionnaires and eight non-effective questionnaires after introducing the education.
The curriculum of the experimental electromagnetic prevention and protection education was designed mainly as an unit teaching and learning activity. The research tool depended on “questionnaire for vocational high school students about knowledge of, attitude to and relative behavior toward electromagnetic prevention and protection”. The data statistic and analysis method include ; (1) descriptive statistics; (2) independent sample t test; (3) variance analysis on single parameter; (4) variance analysis on multi parameters.
According to research results, conclusions were as following:
a. Electromagnetic prevention and protection education can really increase the knowledge of fundamental electromagnetism and the recognition of electromagnetic prevention and protection to electrical engineering, electronics and information and computer science vocational high school students.
b. Electromagnetic prevention and protection education activities had dramatic positive effects on learning electromagnetic knowledge and on the concept of electromagnetic prevention and protection to vocational high school students, but not the same effect on other curriculums.
c. After introducing electromagnetic prevention and protection to experimental group, it really increased prevention and protection behavior toward relative electromagnetic devices. Those students who hadn’t educated with electromagnetic prevention and protection, will have weak behavior on electromagnetic prevention and protection. Therefore, the electromagnetic prevention and protection education activities can increase the intention of vocational high school students toward electromagnetic prevention and protection and had positive results.
d. After introducing electromagnetic prevention and protection education activities to vocational high school students, the knowledge of, the attitude for, and the behavior toward electromagnetic prevention and protection were not determined by student scores in school, student families economics and social status. From this point of view, the positive results from introducing the electromagnetic prevention and protection education were not determined by individual vocational high school student background.
中文摘要i
英文摘要iii
目次v
表目錄vii
圖目錄ix
第一章 緒論1
第一節 研究動機及目的1
第二節 待答問題及研究假設3
第三節 研究範圍及名詞釋義4
第四節 研究方法及步驟6
第五節 研究限制11
第二章 文獻探討12
第一節 電磁防護知識之內涵12
第二節 電磁防護態度之內涵26
第三節 教學單元教材編製31
第四節 教學介入之相關研究35
第三章 研究設計與實施45
第一節 研究架構45
第二節 研究對象48
第三節 研究工具49
第四節 預試與實施56
第五節 教學活動設計66
第六節 實驗程序77
第七節 資料統計分析80
第四章 研究結果與討論81
第一節 學生基本資料分析81
第二節 教學介入對電磁防護知識的影響84
第三節 教學介入對電磁防護態度的影響90
第四節 教學介入對電磁防護行為意向的影響103
第五章 結論與建議110
第一節 結論110
第二節 建議111
參考文獻115
附錄125
一、電磁防護教材單元一:電磁場及電磁波到底是什麼?125
二、電磁防護教材單元二:電磁場及電磁波的危害及防護133
三、電磁防護教材單元三:小心使用電器,健康才有保障145
四、高職學生電磁防護知識、態度及行為意向之原始調查問卷154
五、高職電磁防護教材、問卷專家審查名單162
六、高職電磁防護教材專家審查意見修正表163
七、高職電磁防護「知識」量表專家審查意見修正表165
八、高職電磁防護態度量表專家審查意見修正表166
九、高職電磁防護知識、態度及行為意向問卷167
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