Opinions of Geography Teacher Candidates about Energy Resources: A Critical Phenomenological Approach

Abstract

Energy is mentioned as a concept that affects the policies of the country with the consumption of natural resources, with the production types in alternative and different ways, and with the effect of the economy of the countries. It is just as important to have energy sources, teaching energy sources and conveying this knowledge. It is offered in various courses from primary school to university, teaching of energy sources. And while this is also important as a field of expertise, energy resources are taught as a course in many universities in undergraduate education. It was necessary to do such a study, to determine the general knowledge and behavior of Geography teacher candidates within the scope of energy resources course
This study is a case study of qualitative research methods. Qualitative research is the method by which data is produced without statistical operations or any other numerical means in any way. In addition, the qualitative research method is focused on one main case and based on the opinions of the participants. It is important to have flexibility in the research designed and to have an inductive analysis, qualitative research techniques. The case study is an in-depth description and examination of a limited system. In this study, in-depth and detailed views of the Energy Resources course were taken from the geography teacher candidates during the undergraduate period.
Phenomenology design, one of the qualitative research methods, was used in the study. The desire to convey the candidates' views more clearly and clearly is the reason why we use this design. Critical approach has also been used in the interpretation of phenomenological design. We did this to broaden our perspective on the study.

Keywords

• geographical education,teacher candicate,energy resources

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