A Research on the Energy Literacy of Middle School Students

Yıl 2023, Cilt: 12 Sayı: 5, 2579 - 2602, 31.12.2023

Ayşegül Kaya Süleyman Akçay

https://doi.org/10.15869/itobiad.1310591

Öz

The general purpose of this research is to examine the energy literacy status of secondary school students. In particular, the change in the energy literacy of secondary school students according to some independent variables was examined. Survey research technique, which is one of the quantitative research methods, was used in the research. Research data were collected in the fall semester of the 2020-2021 academic year. The universe of the research consisted of private and public secondary schools located within the borders of Isparta province in the Mediterranean region of Turkey. Data were collected from 1182 students studying in 7th and 8th grades, determined by convenient sampling method from these schools. The "Energy Literacy Scale" developed by DeWaters, Qagish, Graham, and Powers (2013) and adapted into Turkish by Güven, Yakar, and Sülün (2019) was used in the research. Due to the Covid 19 epidemic, the data was collected in the digital environment. As a result of the research, it was determined that the students were partially low energy literate in the affective sub-dimension and partially high-energy literate in the behavioural sub-dimension. If we look at the energy literacy of the students according to the determined independent variables: the energy literacy of the students studying in public secondary school is significantly higher than those studying in private secondary school. The energy literacy levels of the students in the schools located in the district centre are significantly higher than those in the city centre. The energy literacy levels of those whose father's education level is primary, secondary and high school graduates are significantly higher than those with a master's/doctorate degree. Finally, it can be suggested that science curriculum should be updated to increase energy literacy and that inquiry-based in-class and out-of-class activities should be encouraged in textbooks.

Anahtar Kelimeler

Science Education, Energy Literacy, Middle School Students, Energy Education

Destekleyen Kurum

-

Proje Numarası

-

Teşekkür

-

Ortaokul Öğrencilerinin Enerji Okuryazarlıkları Üzerine Bir Araştırma

Öz

Bu araştırmanın genel amacı ortaokul öğrencilerinin enerji okuryazarlık durumlarını incelemektir. Özelde ise ortaokul öğrencilerinin enerji okuryazarlıklarının bazı bağımsız değişkenlere göre değişimi incelenmiştir. Araştırmada nicel araştırma yöntemlerinden biri olan tarama araştırması tekniği kullanılmıştır. Araştırma verileri 2020-2021 eğitim-öğretim yılı güz döneminde toplanmıştır. Araştırmanın evrenini Türkiye'nin Akdeniz bölgesinde Isparta ili sınırları içerisinde bulunan özel ve resmi ortaokullar oluşturmuştur. Bu okullardan uygun örnekleme yöntemi ile belirlenen 7. ve 8. sınıflarda öğrenim gören 1182 öğrenciden veri toplanmıştır. Araştırmada DeWaters, Qagish, Graham ve Powers (2013) tarafından geliştirilen ve Güven, Yakar ve Sülün (2019) tarafından Türkçeye uyarlanan “Enerji Okuryazarlığı Ölçeği” kullanılmıştır. İçerisinden geçilen Covid 19 salgını dolayısıyla dijital ortamda veriler toplanmıştır. Bunun için ilk önce belirlenen bağımsız değişkenleri içeren kişisel bilgi formu ve enerji okuryazarlığı ölçeği, Google formları aracılığıyla çevrimiçi ölçeğe dönüştürülmüştür. Etik kurul izinleri ve gerekli uygulama izinleri alındıktan sonra Google formunda oluşturulan anket linki kısaltılmıştır. Ölçek linki ve izin belgeleri dijital ortamda paylaşılmıştır. Veriler gönüllülük esasına göre toplanmıştır. Araştırma sonucu öğrencilerin duyuşsal alt boyutta kısmen düşük, davranışsal alt boyutta ise kısmen yüksek enerji okuryazarı oldukları belirlenmiştir. Belirlenen bağımsız değişkenlere göre öğrencilerin enerji okuryazarlıklarına bakacak olursak: devlet ortaokulunda öğrenim gören öğrencilerin enerji okuryazarlığı özel ortaokulda öğrenim görenlerden anlamlı biçimde daha yüksektir. İlçe merkezinde bulunan okullardaki öğrencilerin enerji okuryazarlık düzeyleri il merkezinde olanlara göre anlamlı biçimde daha yüksektir. Baba eğitim durumu ilkokul, ortaokul ve lise mezunu olanların enerji okuryazarlık düzeyleri, yüksek lisans/doktora mezunu olanlara göre anlamlı biçimde daha yüksektir. Son olarak, fen öğretim programlarının enerji okuryazarlığını artırmaya dönük güncellenmesi ve sorgulamaya dayalı sınıf içi ve dışı etkinliklerin ders kitaplarında özendirilmesi öneri olarak sunulabilir.
Anahtar Kelimeler: Fen Eğitimi, Enerji Okuryazarlığı, Ortaokul Öğrencileri, Enerji Eğitimi

Anahtar Kelimeler

Fen Eğitimi, Enerji Okuryazarlığı, Ortaokul Öğrencileri, Enerji Eğitimi

Proje Numarası

-

Kaynakça

• Akitsu, Y. & Ishihara, K. N. (2019). Energy Literacy Assessment: A Comparative Study of Lower Middle School Students in Thailand and Japan. International Journal of Educational Methodology, 5(2), 183-201. https://doi.org/10.12973/ijem.5.2.183.
• Akitsu, Y. (2015). A Study of Energy Literacy among Lower Middle School Students in Japan. Unpublished master’s thesis, Kyoto University, Japan.
• Aktamış, H. (2011). Determining Energy Saving Behaviour and Energy Awareness of Middle School Students according to Socio-demographic Characteristics. Educational Research and Reviews, 6(3), 243-250.
• Ayata, S. (2021). Examination of The Relationship of Secondary Students Energy Literacy with Scientific Epistemological Beliefs and Demographic Variables. Unpublished master’s thesis, Muğla Sıtkı Koçman University, Muğla, Türkiye.
• Bodzin, A. M., Fu, Q., Peffer, T. E. & Kulo, V. (2013). Developing Energy Literacy in US Middle-level Students Using the Geospatial Curriculum Approach. International Journal of Science Education, 35(9), 1561-1589. https://doi.org/10.1080/09500693.2013.769139.
• Boz, V. (2020). Student Views on Energy Resources and Energy Literacy: Case Study. Unpublished master’s thesis, Yıldız Technical University, İstanbul, Türkiye.
• Büyüköztürk, Ş. (2012). Sosyal Bilimler İçin Veri Analizi El Kitabı (12. baskı). Ankara: Pegem Akademi Yayıncılık.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2011). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi Yayıncılık.
• Çakırlar, E. (2015). Determining High School Students' Levels of Awareness About Renewable Energy Sources. Unpublished master’s thesis, Hacettepe University, Ankara, Türkiye.
• Çelikler, D. & Kara, F. (2011). Awareness of Primary School Mathematics and Social Studies Teacher Candidates about Renewable Energy. 2nd International Conference on New Trends in Education and Their Implication, Antalya, 27-29 April.
• Çepni, S. & Çil, E. (2016). Fen Bilimleri Dersi Öğretim Programı (Tanıma, Planlama, Uygulama ve TEOG ile İlişkilendirme) İlkokul ve Ortaokul Öğretmen El Kitabı, (6. Baskı). Ankara: Pegem Akademi Yayıncılık.
• Çetingöz Akbay, G. (2012). Gaining Environmental Consciousness with “Don’t Waste Your Energy Activities” on the Elementary 6th 7th and 8th Grade Students. Unpublished master’s thesis, Hacettepe University, Ankara, Türkiye.
• Chen, S. J., Chou, Y. C., Yen, H. Y. & Chao, Y. L. (2015). Investigating and Structural Modeling Energy Literacy of High School Students in Taiwan. Energy Efficiency, 8(4), 791-808. https://doi.org/10.1007/s12053-015-9327-5.
• Cirit-Karakaya, D. (2017). Pre-service Science Teachers’ (PST) Knowledge Involving the Topic of Renewable Energy Sources. Turkish Journal of Educational Studies, 4(3), 21-43.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th edition). London: Routledge.
• DeWaters, J. E. & Powers, S. E. (2011). Energy Literacy of Middle Students in New York State (USA): A Measure of Knowledge, Affect, and Behaviour. Energy Policy, 39(3), 1699-1710. https://doi.org/10.1016/j.enpol.2010.12.049.
• DeWaters, J., Powers, S. & Graham, M. (2007). Developing an Energy Literacy Scale. In 2007 Annual Conference & Exposition (pp. 12-485).
• DeWaters, J., Qaqish, B., Graham, M. & Powers, S. (2013). Designing an Energy Literacy Questionnaire for Middle and High School Youth. The Journal of Environmental Education, 44(1), 56-78. https://doi.org/10.1080/00958964.2012.682615.
• Fah, L. Y., Hoon, K. C., Munting, E. T. & Chong, C. A. (2012). Middle School Students' Energy Literacy: Effect of Gender and School Location. OIDA International Journal of Sustainable Development, 3(7), 75-86.
• George, D. & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 Update (10nd ed.) Boston: Pearson.
• Göcük, A. (2015). To Improve the Energy Literacy for The 5th Grades by Using the Approach of Problem Based Learning. Unpublished master’s thesis, Marmara University, İstanbul, Türkiye.
• Güven, G., Yakar, A. & Sülün, Y. (2019). Adaptation of the Energy Literacy Scale into Turkish: A Validity and Reliability Study. Cukurova University Faculty of Education Journal, 48(1), 821-857. https://doi.org/10.14812/cufej.489058.
• Jin, H. & Anderson, C. W. (2012). A learning Progression for Energy in Socio‐ecological Systems. Journal of Research in Science Teaching, 49(9), 1149-1180. https://doi.org/10.1002/tea.21051.
• Kaya, K., Şenel, M. C. ve Koç, E. (2018). The General Evaluation of Renewable Energy in The World and Turkey Technological Applied Sciences, 13(3), 219-234. http://dx.doi.org/10.12739/NWSA.2018.13.3.2A0152.
• Lee, L. S., Chang, L. T., Lai, C. C., Guu, Y. H. & Lin, K. Y. (2017). Energy Literacy of Vocational Students in Taiwan. Environmental Education Research, 23(6), 855-873. https://doi.org/10.1080/13504622.2015.1068276.
• Lee, Y. F., Nguyen, H. B. N. & Sung, H. T. (2022). Energy Literacy of High School Students in Vietnam and Determinants of Their Energy-Saving Behaviour. Environmental Education Research, 28(6), 907-924. https://doi.org/10.1080/13504622.2022.2034752.
• Mola, S., Fathiazar, E., Adib, Y. & Namdar, A. (2018). Designing and Validating the Optimal Model of Integrated Curriculum of Energy Literacy in Middle Education. Journal of Curriculum Studies, 13(49), 89-124.
• MoNE (Ministry of National Education). (2021). National Education Statistics: Formal Education 2020-2021. Ankara: National Education Printing House.
• Okuyucu, N. (2011). The Investigation of Cognitive Levels of 8th Grade Primary School Students On the Subjects of Energy and Energy Sources. Unpublished master’s thesis, Kastamonu University, Kastamonu, Türkiye.
• Oluk, S., Kaya Şengören, S. & Babadağ, G. (2019). Assessment of The Teachers Candidates’ Attitudes and Behaviours Towards Energy Literacy in Terms of Certain Variables. The Journal of Buca Faculty of Education, 47, 1-13.
• Oral, M. (2020). Hydrogen Energy in The Future of Sustainable Energy Policies. International Journal of Eurasia Social Sciences, 11(42), 1115-1156. http://dx.doi.org/10.35826/ijoess.2834.
• Owens S. & Driffill L. (2008). How to Change Attitudes and Behaviours in The Context of Energy. Energy Policy, 36, 4412- 4418. https://doi.org/10.1016/j.enpol.2008.09.031.
• Takaoğlu-Başkan, Z. (2018). Energy Concept Understanding of High School Students: A Cross-grade Study. Universal Journal of Educational Research, 6(4), 653-660. https://doi.org/10.13189/ujer.2018.060409.
• Töman, U. & Odabaşı-Çimer, S. (2013). An Investigation into The Conception Energy Conservation at Different Educational Levels. Journal of Educational and Instructional Studies in the World, 3(1), 44-52.
• Uğraş, M., Önal, G., Koç, N., Karaca, H. & Güneş, D. (2017). Secondary School 8th Grade Students' Understanding of Energy. International Conference on Multidisciplinary, Science, Engineering and Technology (IMESET’17 Bitlis) (pp. 327). Bitlis, Türkiye.
• Yıldırım, T., Tanık-Önal, N. & Büyük, U. (2019). Investigation of Eighth Grade Students’ Renewable Energy Resources Perceptions by Science Cartoons Journal of Theoretical Educational Science, 12(1), 342-368. https://doi.org/10.30831/akukeg.412492.
• Yıldırır, H., Işıktaş, T. & Yıldırım, A. (2020). Determining The Perceptions of Pre-Service Teachers from Different Disciplines Towards the Concept of Energy. Mehmet Akif Ersoy University Journal of Education Faculty, 54, 20-48. https://doi.org/10.21764/maeuefd.510999.