本研究採量化問卷調查法，瞭解臺北市用水人水素養，水素養包含水知識、水態度及水行為三個構面，除調查抽樣對象對於水素養表現外，另亦調查其個人用水習慣及對自來水/瓶裝水觀感，並探討臺北市用水人對水知識、水態度及水行為現況於其間相關性，及個人背景與個人用水習慣、水素養存在之關聯性。
本研究工具經專家審查及表面效度分析後完成「臺北市用水人水素養之調查問卷」，包含人口背景資料、水知識、水態度、水行為、個人用水習慣及自來水/瓶裝水觀感等六部分。研究母群體為18歲以上之臺北市用水人，以便利抽樣方式進行線上問卷資料收集，共計完成1,113份有效樣本作為後續描述性與推論式統計分析。
分析結果顯示僅37.5%民眾於過去半年來從媒體獲得自來水訊息，其中主要為電視(25.34%)；在家飲水習慣部分，45.73%民眾飲用過濾並煮沸的自來水，33.06%飲用煮沸自來水，15.72%民眾飲用過濾自來水；外出飲水習慣以從家裡帶水最多(48.88%)，其次為自備杯具裝飲水機的水(33.96%)。39.17%民眾過去半年未飲用瓶裝水，36.21%民眾每週喝1~2瓶瓶裝水；淋浴時開水龍頭時間以6~15分鐘最多(55.62%)。整體而言，推論民眾認為自來水便宜、健康、便利、安全，另也認為瓶裝水口感較佳、乾淨、水質較好。
分析結果顯示臺北市用水人在水知識整體表現良好，在地水資源知識向度，男性優於女性，年紀大優於年紀輕，另外水態度整體呈現亦屬良好，在對臺北市自來水品質的認知向度，男性優於女性，教育程度高優於較低；在水危機意識向度則女性優於男性，年紀大優於年輕族群；在水責任向度年長者表現優於年輕族群。水行為整體呈現亦屬良好，年紀大優於年輕族群，專科學歷表現優於大學學歷。
另研究發現民眾在水知識與水態度二者間呈現顯著正相關，而水態度與水行為呈現顯著正相關，水知識與水行為亦為顯著正相關；水知識之在地水資源知識向度與水態度之臺北市自來水品質認知向度呈現顯著中度相關。綜此研究，推動在地水資源教育能提升民眾對自來水品質認知態度，亦可藉此建立民眾對自來水供水品質的信心。

The purpose of this study was to survey the water literacy of Taipei City tap water users. The survey questionnaire, an instrument design to evaluate water literacy among Taipei City tap water users, was used to address research questions concerning user subpopulation including: gender, age, education, residence, occupation related to tap water; users’ behaviors about water, such as: drinking habit at home/ go out, drinking quantity of bottled water and time they spent in shower; users’ perspective on tap water and bottled water. There were 1,113 respondents to the research questionnaire.
It was indicated that only 37.5% of people have seen the tap water information from the media in the past 6 months, and the major source was television, about 25.34%. At home, there is 45.73% of people drink filtered and boiled tap water, 33.06% of people drink boiled tap water, and 15.72% of people drink filtered tap water. Going out, there is 48.88% of people drink water which they take from home, and 33.96% people drink water from the water dispenser. There is 39.17% of people didn’t drink any bottled water in the previous 6 months, and 36.21% of people drink 1 to 2 bottled water per week. There is 55.62% of people take a shower around 6 to 15 minutes. In general, people think that tap water is cheaper, healthier, more convenient, and safer than bottled water. They think that bottled water is tastier, cleaner and better quality than tap water.
The general public showed a good level of knowledge, attitude and behavior of water. In general, men, older people, high education people have better scores than others. There was a significant difference between knowledge, attitudes, and behaviors. There was positive medium correlation between the knowledge of local water resource and the attitudes toward the understanding for the Taipei tap water, so the emphasis on the local tap water education to the public is an essential way to build the public confidence to the tap water.

一、中文部分
4.22世界地球日保育水資源（2017年4月）。4.22世界地球日保育水資源。國家地理雜誌中文版，185期。
王裕宏、張美珍、劉佳儒（2016）。民眾用水素養調查量表發展與研究。環境教育研究，12(1)，41-77。doi: 10/6555/JEER.12.1.041
行政院主計處（民106年5月10日）。國情統計通報（第85號）。取自https://www.stat.gov.tw/public/Data/7510162544KIDNI9KP.pdf
行政院主計處（民101年9月）。99年人口及住宅普查總報告統計結果提要分析。臺北市：行政院主計處。取自https://www.dgbas.gov.tw/public/Attachment/711314759ZX60WRYE.pdf
行政院環境保護署（2014）。103年度家庭飲用水概況調查調查報告。臺北市：行政院環境保護署。取自https://www.epa.gov.tw/public/Data/51299264071.pdf
自來水法（民105年5月4日）。
王文科、王志弘（2018）。教育研究法。臺北市：五南圖書出版股份有限公司。
邱皓政（2019）。量化研究法（一）研究設計與資料分析。臺北市：雙葉書廊有限公司。
周儒（2000）。設置臺北市新店溪畔河濱公園都市環境學習中心之規劃研究。市府建設專題研究報告第298輯。臺北市政府研究發展考核委員會。
周儒（2011）。實踐環境教育環境學習中心（初版）。臺北市：五南。
周國鼎（2016）。2016 國際水價現況解析。中華民國自來水協會第33屆自來水研究發表會，臺北。
黃淑貞（2013）。彰化縣國小教師的飲用水認知、態度、行為及滿意度分析。大葉大學環境工程學系碩士論文，彰化縣。取自https://hdl.handle.net/11296/8r4p82
飲用水管理條例（民95年1月27日）。
飲用水水質標準（民106年1月10日）。
經濟部水利署。家庭節水秘笈。取自https://www.wcis.org.tw/Home/Home_1
經濟部水利署（民95年）。家戶節約用水技術手冊。臺北市：經濟部。取自https://www.wcis.org.tw/Home/Home_4
楊偉甫（2010）。台灣地區水資源利用現況與未來發展問題。2018年1月15日， 取自http://www.ctci.org.tw/public/Attachment/0102013312471.pdf
葉欣誠（2010）。我國民眾與學生對水資源與相關公共建設議題之認知、態度與行為調查分析。行政院國家科學委員會專題研究成果報告（編號:NSC97-2511-S-003-050-MY2），未出版。
鄭毓君（2011）。我國民眾對水資源與相關公共建設議題之知識、態度與行為意向調查分析。國立臺灣師範大學環境教育研究所碩士論文，臺北市。取自https://hdl.handle.net/11296/auffn2
臺北市政府禁用一次性及美耐皿餐具執行要點（民105年4月1日）。
臺北自來水事業處（2017）。臺北自來水事業處統計年報中華民國105年。臺北市: 臺北自來水事業處。2018年1月15日，取自https://www-ws.gov.taipei/Download.ashx?u=LzAwMS9VcGxvYWQvMzA2L3JlbGZpbGUvMTE0NjAvMjM4MjMvNzUyMjE2MjQyMzgxLnBkZg%3d%3d&n=NzUyMjE2MjQyMzgxLnBkZg%3d%3d
臺北自來水事業處（2018年1月15日）。水處各淨水場原水水質（移動年平均值）。取自http://www.water.gov.taipei/cp.aspx?n=F046E45446707A64
臺灣區飲料同業公會。2014~2018年會員工廠各類飲料銷售數量統計表。取自http://www.bia.org.tw/style/frame/m9/download.asp?lang=1&customer_id=1011&content_set=color_1&name_id=107605&Directory_ID=13643
環境教育法（民106年11月29日）。
 
二、英文部分
Ab Razak, N. H., Praveena, S. M., Aris, A. Z., & Hashim, Z. (2016). Quality of Kelantan drinking water and knowledge, attitude and practice among the population of Pasir Mas, Malaysia. Public Health, 131, 103–111.doi:10.1016/j.puhe.2015.11.006
Alberta Water Council (2016). Recommendations to improve water literacy in Alberta. Retrieved from https://tucanada.org/alberta-water-council-releases-two-reports/recommendations-to-improve-water-literacy-in-alberta/
Ardoin, N.M., Heimlich, J., Braus, J., and Merrick, C. (2013). Influencing conservation action: What the research says about environmental literacy, behavior, and conservation results. Retrieved from https://climateaccess.org/sites/default/files/Influencing%20Conservation%20Outcomes%20Module%202013_National%20Audubon%20Society.pdf
Attari, S. Z. (2014). Perceptions of water use. Proceedings of the National Academy of Sciences of the United States, (14), 5129. doi:10.1073/pnas.1316402111
Australian Water Association (2016). Water educator’s toolkit. Retrieved from http://www.awa.asn.au/documents/Water_Educators_Toolkit_2016_web.pdf
Becerra, T., Ananga, E., & Riddle, S. T. (2017, Oct). Attitudes and behaviors of household water use in Ada, OK. Paper presented at the 2017 Sustainability Conference, Ada, Ok. Retrieved from https://www.okainstitute.org/page_images/1508962267.pdf
Corral-Verdugo, V. (1997). Dual “Realities” of conservation rehavior: Self-reports vs observations of re-use and recycling behavior. Journal of Environmental Psychology, 17(2), 135–145. doi:10.1006/jevp.1997.0048
Covitt, B. A., Gunckel, K. L., & Anderson, C. W. (2009). Students’ developing understanding of water in environmental systems. Journal of Environmental Education, 40(3), 37–51. doi: 10.3200/JOEE.40.3.37-51
Cunningham, J., Honeyman, C., Prygoski, A., Opatowski, A. and Wang, Y. (2010). Final report: Options for reducing bottled water use in the Michigan Union and on campus. University of Michigan. Retrieved from http://graham.umich.edu/media/files/2010report-bottledwater.pdf
Denver Water (2010). Teacher resource packet. Retrieved from https://www.denverwater.org/education/youth-education-program/teacher-resource-packet
Debbeler, L. J., Gamp, M., Blumenschein, M., Keim, D., & Renner, B. (2018). Polarized but illusory beliefs about tap and bottled water: A product- and consumer-oriented survey and blind tasting experiment. Science of the Total Environment, 643, 1400–1410. doi: 10.1016/j.scitotenv.2018.06.190
Disinger, J.F., Roth, C.E.,(1992). Environmental literacy. ERIC/CSMEE Digest. Retrieved from https://files.eric.ed.gov/fulltext/ED351201.pdf
Dolnicar, S., & Hurlimann, A. (2010). Australians’ water conservation behaviours and attitudes. Australian Journal of Water Resources, 43(1). Retrieved from http://0-search.ebscohost.com.opac.lib.ntnu.edu.tw/login.aspx?direct=true&db=edsiec&AN=edsiec.242006012315522&lang=zh-tw&site=eds-live
Doria, M. F. (2006). Bottled water versus tap water: understanding consumers’ preferences. Journal of water and health, (2), 271. Retrieved from http://0-search.ebscohost.com.opac.lib.ntnu.edu.tw/login.aspx?direct=true&db=edsbl&AN=RN188942980&lang=zh-tw&site=eds-live
Eldridge-Fox, L., Luxton, L., TerHorst, A., de Parry, Z., Knapp, K., Lazenby, A. (2010). Water literacy. Retrieved from http://graham.umich.edu/media/files/2010report-waterliteracy.pdf
Espinosa-Garcia, A.C., Diaz-Avalos, C., Gonzalez-Villarreal, F.J., Val-Segura, R., Malvaez-Orozco, V. and Mazari-Hiriart, M. (2015). Drinking water quality in a Mexico City university community: Perception and preferences. EcoHealth, 12, 88–97. doi: 10.1007/s10393-014-0978-z
European Comission. (2012). Attitudes of Europeans towards water - related issues. Retrieved from http://ec.europa.eu/commfrontoffice/publicopinion/flash/fl_344_en.pdf
Febriani, A. (2017). Water literacy in developing country - A case study for Indonesia (Master's thesis). Retrieved from http://lup.lub.lu.se/luur/download?func=downloadFile&recordOId=8919360&fileOId=8919367
Fielding, K., Karnadewi, F., Newton, F., & Mitchell, E. (2015). A national survey of Australians’ water literacy and water-related attitudes. Retrieved from https://watersensitivecities.org.au/wp-content/uploads/2016/05/A2.3_National_survey_WaterLiteracy_web.pdf
Fremerey, C., Liefländer, A.K. and Bogner, F.X.(2014). Conceptions about drinking water of 10th graders and undergraduates. Journal of Water Resource and Protection, 6(12), 1112-1123. doi:10.4236/jwarp.2014.612104
Gleick, P. H. (1996). Basic water requirements for human activities: Meeting basic needs. Water International, (2)83. Retrieved from http://0-search.ebscohost.com.opac.lib.ntnu.edu.tw/login.aspx?direct=true&db=edsbl&AN=RN010283670&lang=zh-tw&site=eds-live
Gough A. (1997). Education and the environment: Policy, trend and the problems of marginalisation. Melbourne, Victoria: The Australian Council for Educational Research Ltd.
Gold Coast City Council (2012). Make your water mark! Watersaver education program. Australia: Gold Coast City Council. Retrieved from http://www.goldcoast.qld.gov.au/council/school-watersaver-program-8222.html
Greater Wellington Regional Council (2013). Turing on the tap. Retrieved from http://www.gw.govt.nz/assets/Our-Environment/Water-Supply/PDFs/Turning-on-the-tap/Turning-on-the-tap-booklet-complete.pdf
Güngör-Demirci, G., Lee, J., Mirzaei, M., & Younos, T. (2016). How do people make a decision on bottled or tap water? Preference elicitation with nonparametric bootstrap simulations. Water and Environment Journal, 30(3-4), 243–252. doi:10.1111/wej.12181
Hawke, S. M. (2012). Water literacy: An ‘other wise’, active and cross-cultural approach to pedagogy, sustainability and human rights. Continuum: Journal of Media & Cultural Studies, 26(2), 235-247. doi:10.1080/10304312.2012.664120
He, H.-S. (2018). Construction of the index system of water literacy and application in a case study of four Chinese communities. Journal of Discrete Mathematical Sciences & Cryptography, 485(2). Retrieved from http://0-search.ebscohost.com.opac.lib.ntnu.edu.tw/login.aspx?direct=true&db=edsbl&AN=vdc.100062728305.0x000001&lang=zh-tw&site=eds-live
Hine, J. M., Hungerford, H. R., Tomera, A. N. (1987). Analysis and synthesis of research on responsible environmental behavior: A meta-analysis. The Journal of Environmental Education, 18(2), 1-8.
Hollweg, K. S., Taylor, J. R., Bybee, R. W., Marcinkowski, T. J., McBeth, W. C., & Zoido, P. (2011). Developing a framework for assessing environmental literacy. Washington, DC: North American Association for Environmental Education. Retrieved from https://www.naaee.net/sites/default/files/framework/DevFramewkAssessEnvLitOnlineEd.pdf.
Hungerford, H., Peyton, R., & Wilkie, R. (1980). Goals for curriculum development in environmental education. The Journal of Environmental Education, 11(3), 4241. doi:10.1080/00958964.1980.9941381
Hungerford, H. R., Litherland, R. A., Peyton, R. B., Ramsey, J. M., Tomera, A. N., & Volk, T. L. (1985). Investigating and evaluating environmental issues and actions: Skill development modules. Stipes Publishing Company.
Huxhold, Rachel E. (2016). Keep Your Head Above Water: Management and Water Literacy in Italy. Black & Gold, 2(1), 1-21. Retrieved from http://openworks.wooster.edu/blackandgold/vol2/iss1/4
Hu, Z., Morton, L. W., & Mahler, R. (2011). Bottled water: United States consumers and their perceptions of water quality. International Journal of Environmental Research and Public Health, 8(2), 565–578. doi:10.3390/ijerph8020565
Johnstone, N., & Serret, Y. (2011). Determinants of bottled and purified water consumption: results based on an OECD survey. Water Policy, 14(4), 668–679. doi:10.2166/wp.2011.048
José Ramón Díez, Iñaki Antigüedad, Elena Agirre, & Arantza Rico. (2018). Perceptions and consumption of bottled water at the University of the Basque Country: Showcasing tap water as the real alternative towards a water-sustainable university. Sustainability, (10)10, 3431 . https://doi.org/10.3390/su10103431
King, A., Bjerregaard, Z., Booth, M., Clugston, S., Dittmore, M., Fossett, S., Pikington, D., Sawatzki, P. and Trentelman, C. K. (2014). Behaviors, motivations, beliefs, and attitudes related to bottled water usage at Weber State University. Journal of the Utah Academy of Sciences, Arts & Letters, 91, 191. Retrieved from http://0-search.ebscohost.com.opac.lib.ntnu.edu.tw/login.aspx?direct=true&db=edb&AN=121115554&lang=zh-tw&site=eds-live
Kortenkamp, K. V., & Moore, C. F. (2006). Time, uncertainty, and individual differences in decisions to cooperate in resource dilemmas. Personality and Social Psychology Bulletin, 32(5), 603–615.
Mackey, E., Davis, J., Boulos, L., Brown, J. and Crozes, G. (2004). Consumer Perceptions of Tap Water, Bottled Water, and Filtration Devices. IWA Publishing, London.
Morales Munoz, M.C. and Haas, J. (2011). An ethnographic perspective of ISU students’ decision to drink bottled water: A college drinking problem? Journal of the Undergraduate Research Council for the Human Sciences, 10. Retrieved from http://www.kon.org/urc/urc_research_journal10.html
Palmer, J. A. (1998). Environmental education in the 21st century. London and New York: Routledge.
Parag, Y. and Roberts, J.T. (2009). A battle against the bottles: Building, claiming and regaining tap-water. Society and Natural Resources, 22, 625-636. doi: 10.1080/08941920802017248
Petersen, T. (2018, June 28). No day zero for 2019 – City of Cape Town. news24. Retrieved from https://www.news24.com/SouthAfrica/News/no-day-zero-for-2019-city-of-cape-town-20180628
Qian, N. (2018). Bottled water or tap water? A comparative study of drinking water choices on university campuses. Water, 10(1), 59-70. doi:10.3390/w10010059
de Queiroz, J. T. M., de Franca Doria, M., Rosenberg, M. W., Heller, L., & Zhouri, A. (2013). Perceptions of bottled water consumers in three Brazilian municipalities. Journal of Water and Health, (3), 520. Retrieved from http://0-search.ebscohost.com.opac.lib.ntnu.edu.tw/login.aspx?direct=true&db=edsbl&AN=RN338912546&lang=zh-tw&site=eds-live
Ramsey, J. M. (1993). The effects of issue investigation and action training on eighth-grade students' environmental behavior. The Journal of Environmental Education, 24(3), 31-36. doi: 10.1080/00958964.1993.9943501
Roth, C. (1992). Environmental literacy: Its roots, evolution and directions in the 1990s.Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Rous Water (2004). The water walk at Rocky Creek dam- A users guide to the Far North Coast water cycle and the Rous Water walk at Rocky Creek dam. Lismore, NSW: Rous Water. Retrieved from https://www.rous.nsw.gov.au/page.asp?f=RES-JDD-22-06-77
Rous Water (2004). The water walk at Emigrant Creek dam- A users guide to the Far North Coast water cycle and the Rous Water walk at Emigrant Creek dam. Lismore, NSW: Rous Water. Retrieved from https://www.rous.nsw.gov.au/page.asp?f=RES-SQF-15-00-71
Sadler, T. D., Nguyen, H., & Lankford, D. (2016). Water systems understandings: a framework for designing instruction and considering what learners know about water. Wiley Interdisciplinary Reviews: Water, 4(1), e1178. doi:10.1002/wat2.1178
Sammel, A. J., &McMartin, D. W. (2014). Teaching and knowing beyond the water cycle: What does it mean to be water literate? Creative Education, (10), 835. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=edsarl&AN=edsarl.21514755.201406.201608180026.201608180026.835.848&lang=zh-tw&site=eds-live
Saylor, A., Prokopy, L. S., & Amberg, S. (2011). What’s wrong with the tap? Examining perceptions of tap water and bottled water at Purdue University. Environmental Management, (3), 588. Retrieved from http://0-search.ebscohost.com.opac.lib.ntnu.edu.tw/login.aspx?direct=true&db=edsgao&AN=edsgcl.263446638&lang=zh-tw&site=eds-live
Sia, A. P., Hungerford, H. R., & Tomera, A. N. (1986). Selected predictors of responsible environmental behavior: An analysis. The Journal of Environmental Education, 17(2), 31–40. doi:10.1080/00958964.1986.9941408
Sherchan,S., Pasha, F., Weinman, B., Nelson, F. L., Sharma, F. C., Therkelsen, J. & Drexler, D. (2016). Seven faculties in search of a mission: A proposed interdisciplinary course on water literacy, Applied Environmental Education & Communication, 15(2), 171-183, doi: 10.1080/1533015X.2016.1164098
Srivastava, S. K. (2016). Water literacy for all...[PowerPoint presentation]. Retrieved from https://slideplayer.com/slide/10324850/
Vallor, R. R., Yates, K. A., & Brody, M. (2016). Delphi research methodology applied to place-based watershed education. Education Sciences, 6(42), 1-19. doi:10.3390/educsci6040042
Water Corporation. Water saving tips. Retrieved from https://www.watercorporation.com.au/save-water/water-saving-tips
Ward, L. A., Cain, O. L., Mullally, R. A., Holliday, K. S., Wernham, A. G. H., Baillie, P. D., & Greenfield, S. M. (2009). Health beliefs about bottled water: a qualitative study. BMC Public Health, 9(1), 196–204. doi: 10.1186/1471-2458-9-196
Wolters, E. A. (2014). Attitude–behavior consistency in household water consumption. The Social Science Journal, 51, 455–463. https://doi.org/10.1016/j.soscij.2013.10.003
World Economic Forum (2018). The global risks report 2018 13th edition. Retrieved from http://www3.weforum.org/docs/WEF_GRR18_Report.pdf
UNESCO & World Meteorological Organization. (2012). Water resources international glossary of hydrology. Retrieved from http://hydrologie.org/glu/EN/GF1376EN.HTM
UNESCO Education sector (2004). The plurality of literacy and its implications for policies and programs. [ebook] Paris. Retrieved from http://unesdoc.unesco.org/images/0013/001362/136246e.pdf
United Nations Educational, Scientific and Cultural Organization. (2015). World water assessment programme. The United Nations world water development report 2015: Water for a sustainable world. Paris: UNESCO, and London: Earthscan.
United Nations Educational, Scientific and Cultural Organization. (2017). Education for sustainable development learning objectives. France: UNESCO.