This study aims to explore the perceptions and attitudes of national elementary school teachers toward environmental education to understand the difference between different teachers’ background variables on environmental education cognition and attitude and the correlation between cognition and attitude. This research adopts the questionnaire survey method and takes elementary school teachers from the second largest city in Taiwan, Taichung City, as the research sample. Stratified random sampling was adopted, and 636 questionnaires were distributed. In total, 536 questionnaires were effectively recovered, and the effective recovery rate was 84.27%. The descriptive statistical analysis of sample data, an independent sample T-test, a one-way analysis of variance, Scheffe’s comparison test, and Pearson’s product-difference correlation were used for analysis. The study results are: (1) Elementary school teachers in Taichung City have good environmental education and teaching cognition and environmental issue cognition. (2) The attitudes toward the environmental education of elementary school teachers in Taichung are positive and active. (3) Senior and experienced elementary school teachers in Taichung City have a high awareness of environmental education due to their participation in many workshops and environmental protection activities. Therefore, there are significant differences in the cognition and attitude of environmental education from elementary school teachers. (4) There is a significant correlation between the cognition and attitude of elementary school teachers in Taichung City toward environmental education. This research shows that teachers with more senior teaching experience have better cognition and attitude toward environmental education.

The 12-Year Basic Education Curricula not only follow the objectives of previous curriculum syllabus development, but they place more focus on competence-oriented instruction, which aims to emphasize the importance of combining the curriculum with life situations that are not solely based on learning knowledge and skills. This study aims to investigate the results of the students’ learning effectiveness and learning engagement after adding competence-oriented instructional strategies into electrical engineering practical subjects offered by the Department of Electrical Engineering in skills-based senior high schools, and, at the same time, to figure out the difference in learning effectiveness using different instructional strategies. Two classes of students from the Department of Electrical Engineering major in electrical engineering practical subjects in one skills-based senior high school in Central Taiwan were chosen as the participants for this study. By way of pre-test–post-test research design and heterogeneous grouping, a 10-week instruction experiment consisting of two groups and occurring over the course of 30 classes was conducted, wherein competence-oriented instructional strategies were used in an experimental group, while traditional didactic instructional strategies were used in a control group. By analyzing the collection of quantitative and qualitative data through competence-oriented instructional strategies, the instruction effectiveness and feasibility of the basic electricity practical curriculum were developed as the study topic for understanding how competence-oriented instruction can be implemented into the practical curriculum of the electrical engineering and electronic engineering group. According to the research objective, the results were concluded as follows: (1) Students of the Department of Electrical Engineering have a slightly better learning effectiveness in electrical engineering practice under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies; (2) there is a significant difference in the students’ learning engagement in electrical engineering practice from the Department of Electrical Engineering under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies. The conclusion of this study emphasizes designing questions based on life situations, thereby applying what students have learned to solve problems they encounter in their daily lives. Compared with traditional didactic instructional strategies, competence-oriented instructional strategies not only have a better learning effectiveness and provide flexibility for the students to solve problems and provide analysis for situations, they also have broader applicability and an increased number of positive benefits when it comes to students’ group interactions and sharing.

VR has shown positive growth in the world in recent years, which is mainly due to projects such as learning, games, entertainment and experiential activities. VR has changed the way of life of users, providing users with more interesting interactions and immersive experiences. This study aims to investigate students’ practical capabilities and learning effectiveness under the instruction strategy of integrating virtual reality into simulation games into the Vehicle Body Electrical System Comprehensive Maintenance and Repair Services Practice curriculum for students of the Dept. of Auto Mechanics in a skills-based senior high school. Two student classes of the Dept. of Auto Mechanics major in Electrical Engineering featuring practical subjects in one skills-based senior high school in central Taiwan were chosen as the participants for this study. By way of pretest–post-test research design and heterogeneous grouping, an 8-week instruction experiment was conducted in which ZPD (zone of proximal development) instruction strategies were used in the experimental group (with 43 persons), while traditional didactic instruction strategies were used in the control group (with 36 persons). ZPD instructional strategies analyze and collect quantitative and qualitative data to investigate the instructional effectiveness and feasibility in developing ZPD as the research material in the practical curriculum for the study area of the Power Machinery in Vehicle Body Electrical System Comprehensive Maintenance and Repair Services practice. According to the research objective, the results are concluded as follows. (1) Students achieved the best learning effectiveness when adopting ZPD (zone of proximal development) strategies in which virtual reality was integrated into the vehicle charging and starting system to investigate students’ automotive diagnostic troubleshooting and fault-clearing capabilities. (2) Students attained the highest acceptance in learning phenomenon when adopting ZPD (zone of proximal development) strategies in which virtual reality was integrated into students’ familiar practice factory environment and the tools and equipment operation process. (3) Students had a higher acceptance of learning effectiveness when using virtual reality simulation games in the disassembly and functional detection of vehicle charging and starting systems. (4) There is a positive effect when integrating virtual reality simulation games into ZPD instruction strategies in the knowledge, skills and attitude on students’ overall inquiry practical capabilities and their learning effectiveness.