Applied Situated Learning Theory to Investigate Effect of Global Warming Awareness Education in College - Quantitative Case Study with Experimental Design

Abstract:

Targeting at students randomly selected across all departments and all years at one university located in northern Taiwan, this research based on hierarchical regression analysis aims to investigate whether or not global warming awareness education exerts a positive effect on research participants’ energy-saving cognition and attitude. the results indicate that the 8 hypotheses proposed are all supported. Firstly, green education courses and global warming awareness videos have significantly positive impact on participants’ cognition and attitude as compare to their peers who did not take the courses or view the videos. Secondly, the participants’ scientific literacy positively influences their energy-saving cognition, which in turn positively impacts on energy-saving attitude. Furthermore, energy-saving cognition plays a completely intermediate role between scientific literacy and energy-saving attitude. Results mentioned conclude the contributions of this research.

• Periodical: Advanced Materials Research (Volumes 524-527)
• Pages: 2490-2495
• DOI: https://doi.org/10.4028/www.scientific.net/AMR.524-527.2490
• Online since: May 2012
• Authors: Chi Ya Chang, Sue Ling Lai
• Keywords: Attitude, Cognition, Global Warming, Scientific Literacy, Theory of Situated Learning (TSL)

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