Energy literacy of vocational students in Taiwan     

Lung-Sheng Lee  Liang-Te Chang  Chih-Chien Lai  Yunn-Horng Guu 《Environmental Education Research》2017,23(6):855-873

In this study, we administered a questionnaire to 1001 vocational high school students to ascertain their literacy with regard to energy saving and carbon-emissions reduction (ESCER) and to analyze whether their literacy was affected by their gender or academic major. The data analysis produced the following conclusions: (1) behaviors pertaining to ESCER among vocational high school students should be enhanced by promoting appropriate affect rather than solely by conveying knowledge; (2) female students displayed superior knowledge and affect regarding ESCER compared with male students; and (3) students majoring in agriculture performed better than other students in terms of knowledge, affect, and behavioral aspects related to ESCER. The execution and results of this study can serve as a reference for courses or education related to this topic targeting vocational high school students to promote literacy for ESCER, thereby increasing students’ effectiveness in related issues in Taiwan.  相似文献   

The effect of hands-on ‘energy-saving house’ learning activities on elementary school students’ knowledge,attitudes, and behavior regarding energy saving and carbon-emissions reduction     

Lung-Sheng Lee  Yunn-Horng Guu  Liang-Te Chang  Chih-Chien Lai 《Environmental Education Research》2013,19(5):620-638

Energy saving and carbon-emissions reduction (ESCER) are widely regarded as important issues for progress towards ensuring sustainable forms of economic development. This Taiwanese study focuses on the effects of a series of educational activities about ESCER on students’ knowledge, attitudes and behavior. Sixty fifth-grade students from two elementary school classes were assigned to an experimental group, and 59 from two others to the control. Covariance and qualitative data analysis were conducted after 14 lessons on the topic in both ‘treatments.’ The following key findings emerged. First, hands-on ‘energy-saving house’ learning activities seemed to have positive effects on students’ knowledge, attitudes, and behavior toward ESCER, even as the design of authentic learning activities was recognized as not being as closely aligned to the students’ daily lives as they could have been for achieving behavior-related outcomes. Second, students demonstrated slight gains in conceptual knowledge and procedural knowledge via the hands-on activities, but some ESCER misconceptions persisted. We conclude that students’ learning processes, prior learning and authentic contexts for ESCER-related work should not be ignored in the attempt to link knowledge to action in teaching and learning activities.  相似文献   

Multi scale risk measurement in electricity market:a wavelet based value at risk approach     

Guu Sy-Ming Lai Kin Keung 《东南大学学报》2008,(Z1)

Value at risk (VaR) is adopted to measure the risk level in the electricity market. To estimate VaR at higher accuracy and reliability, the wavelet variance decomposed approach for value at risk estimates (WVDVaR) is proposed. Empirical studies conduct in five Australian electricity markets, which evaluate the performances of both the proposed approach and the traditional ARMA-GARCH approach using the Kupiec backtesting procedure. Experimental results suggest that the proposed approach measures electricity market risks at higher accuracy and reliability than the bench mark ARMA-GARCH approach, as indicated by the higher p values during the Kupiec backtesting procedure. In addition, the new approach also provides more insight into the risk evolution process over time and helps in adjusting VaR estimates to the time horizons that best suit investor interests. The distribution of risk according to investor preferences is shown by decomposing VaR across different time horizons. This also provides important information for the appropriate aggregation of risk measures based on investor investment preferences.  相似文献