With economic development, industrial activities have caused global warming and climate changes. As a result, environmental issues have emerged and drawn more attention. As a junior high school science teacher, I hope my students will take action to keep the environment from getting worse. Therefore, this study aimed to analyze middle -school student’s knowledge and cognitive behavior of environment protection by using questionnaires. The main contents of the survey included three parts: 1) demographic data; 2) concepts and action of environmental protection ;3) knowledge of environment concepts. I hope the result of the study will be helpful for integrating the knowledge of environment protection with instruction. The subjects enrolled in the survey were students from Taoyuan middle school. Three classes were randomly selected from each grade and the total sample size was 243. The data were analyzed by using software SPSS 12.0, and analyzed into descriptive statistics, t-test, one-way analysis of variance, product moment correlation and multiple regression analysis, respectively. The statistical analysis results are summarized as follows :
(a) There are no significant differences between genders in concepts and action of environmental protection
(b) The ninth graders scored higher in concepts of environmental protection and knowledge of environment concepts but lower in the action of environmental protection
(c) The action of environmental protection and the concepts of environmental protection showed higher correlation, while the action of environmental protection showed no significant correlation with the knowledge of environment concepts
Based on the findings, implications and suggestions were proposed for teachers, and future researchers.
KEY WORDS：environmental protection, global warming, carbon reduction, knowledge of environmental concept