International Journal of
Information and Education Technology

Abstract

In this study a questionnaire regarding background information, energy resource cognition and energy resource attitude of junior high school students would be investigated. Ninety-nine questionnaires were given to the students of Kai-syuan Junior High School, and 100% of those questionnaires were returned and determined suitable for analysis. They were analyzed by using descriptive statistics, the independent sample T test, the paired sample T test, and the Pearson Correlation Analysis for the following results: Before teaching Energy Education, the students already had a reasonable level of energy resource cognition. After instruction in Energy Education, the energy resource cognition of the students significantly improved. Students were found to have intermediate level energy resource attitudes. Male and female energy resource attitudes were significantly different in the “life style” and “personal welfare” categories. Students with a greater energy cognition have better energy attitudes and understanding of energy conservation and are thus more like to proactive in this field. All findings in this study will be useful to improvement of energy education in high school.