節能減碳素養測量工具及其電腦化測驗系統之研發與施測(3/3)

The education of energy conservation and low carbon has been promoted as an important educational policy. Many innovative curricula aiming at improving energy literate citizens have also been developed. Studies in this field may focus on exploring students’ knowledge of and attitude towards energy conservation. However, the concepts behind this announced educational topic are not well defined. This study has constructed a conceptual framework that can be used as a benchmark for school curriculum relating to energy conservation and carbon reduction, and as a foundation for examining students’ energy literacy. The framework comprises four dimensions: energy concepts, reasoning on energy issues, low-carbon lifestyle, and civic responsibility for a sustainable society. A total of 15 contextualized test units have been developed and validated by using the IRT and confirmatory factor analysis. In each test unit, various types of question items (e.g. cluster true-false, multiple choice, and short answer questions) are organized in groups under a stimulus material (a scenario or authentic situation) that require students to construct responses and make judgments in a contextualized task. A computer based test (CBT) system is also designed in this study, which can be used to gather large data of students’ responses to the contextualized question item and to communicate assessment results with teachers. The system also serves as a platform for the development and evaluation of question items. A national survey of students’ energy literacy has been conducted with more than 2000 high school students. Preliminary analyses of data showed that the energy literacy level of secondary students is discouragingly low. Inter-correlations between the dimensions of energy literacy indicate that energy knowledge and behavior are more closely correlated than affect and behavior. The students in the southern region scored higher on energy literacy than the students in the other regions. These findings provide references for the future development of energy-related educational curricula and materials to improve students’ energy literacy and engagement in energy-related decisions.