荷蘭與臺灣中學生之能源議題論證觀點比較

Abstract

在全球氣候變遷之背景下，能源議題成為各國不可忽視的重要挑戰。歐盟作為能源轉型先驅，通過政策推動再生能源和減少碳排放目標，為全球提供了良好的典範。 而我國也遙相呼應，制定了《臺灣2050淨零排放路徑及策略計畫》，試圖透過調整能源結構達成永續發展。然而，我國與歐洲雖在碳中和與加強再生能源等目標一致。但無論是於轉型間，抑或是預期轉型成功之能源構成上，雙方始終都有不小差距。 一但提到永續發展，就不難發現在系列的政策之上，有一個更為核心之要件，那就是代間相互傳承的問題。為能有效提升我國未來之棟樑的全球公民環境意識。了解學生對於能源議題之觀點及其形成背景，就是刻不容緩的重要事宜。 本研究以中華民國（臺灣）與荷蘭中學生為研究對象，採用混合研究法，探討兩國學生在「天然氣發電」、「核能發電」與「風力發電」之社會性科學議題論證觀點，分析其文化背景與教育等對學生觀點形成之影響。試圖比較跨文化之中學生，對於能源議題觀點論證及形成因素。 研究結果將揭示兩國中學生在能源議題論證上之異同，並呈現我國中學生能源議題之觀點形成背景。進一步為我國能源教育之課程設計提供具體建議，使學生更好提升永續發展與全球公民責任之理解。Against the backdrop of global climate change, energy issues have become a crucial challenge that no country can ignore. As a pioneer in energy transition, the European Union has promoted renewable energy and carbon reduction targets through policies, setting a valuable example for the world. Similarly, the Republic of China (Taiwan) has responded by formulating the Taiwan 2050 Net-Zero Emissions Pathway and Strategy Plan, aiming to achieve sustainable development by adjusting its energy structure. While both the Republic of China and Europe share common goals in carbon neutrality and the enhancement of renewable energy, there remain significant differences in both the transition process and the expected energy composition after the transition. When discussing sustainable development, it is evident that beyond a series of policies, an even more fundamental issue lies in intergenerational knowledge transmission. To effectively enhance the environmental awareness of future leaders as global citizens, understanding students’ perspectives on energy issues and the background shaping their views has become an urgent matter. This study focuses on middle school students from the Republic of China and the Netherlands, employing a mixed-methods approach to explore their argumentation perspectives on socio-scientific issues related to natural gas power generation, nuclear power generation, and wind power generation. The study analyzes the influence of cultural background and education on students’ viewpoints, aiming to compare the argumentation and formative factors of energy perspectives among middle school students across cultures. The research findings will reveal similarities and differences in energy-related argumentation between students from both countries while also providing additional insights into the background shaping Taiwanese students' perspectives on energy issues. Furthermore, this study will offer concrete recommendations for Taiwan’s energy education curriculum design, helping students better understand sustainable development and their responsibilities as global citizens.