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Energy Literacy Assessment: A Comparative Study of Lower Secondary School Students in Thailand and Japan

Yıl 2019, Cilt: 5 Sayı: 2, 183 - 201, 15.05.2019
https://doi.org/10.12973/ijem.5.2.183

Öz

Understanding the structure of energy literacy is of importance to provide an effective energy education. This article reports the difference in attributes of energy literacy by applying the energy literacy structural model proposed in our previous study through lower secondary school students in Thailand (N = 635) and Japan (N = 1070). Results indicated that Thai students scored higher than those of Japan except the basic energy knowledge and awareness of consequences. On the other hand, the amount of basic energy knowledge did not affect to increase the entire energy literacy of Japanese students. Moreover, mean values of Japan tended to decrease with the school year progression. The energy literacy model was able to support our previous outcome that the awareness of consequences plays a critical role to link between basic energy knowledge and energy-saving behavior. The social expectations or pressures may affect the structure of energy literacy of Thai students. This study suggested that the energy education required in Thailand is to enable students to derive solutions by their own critical thinking based on knowledge relevant to the energy and environmental issues. While, for Japan, it may be necessary to implement energy education as early as possible to enhance students’ awareness of consequences in an appropriate manner incorporating with family participation and visiting energy-related facility. These findings contribute the development of energy education for improving energy literacy in an effective manner.  


Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
  • Ajzen, I. (2019a, February 11). Theory of planned behavior diagram. Retrieved from https://people.umass.edu/aizen/tpb.html
  • Ajzen, I. (2019b). Subjective norm. Retrieved on February 11, 2019 from https://people.umass.edu/aizen/sn.html
  • Ajzen, I., & Cote, N.G. (2008). Attitudes and the prediction of behavior. In W. D. Carno, and R. Prislin, (Eds.), Attitudes and Attitude Change (pp. 289-311). New York, NY: Psychology Press, Taylor & Francis Group.
  • Ajzen, I., Joyce, N., Sheikh, S., & Cote, N. G. (2011). Knowledge and the prediction of behavior: the role of information accuracy in the theory of planned behavior. Basic and Applied Social Psychology, 33(2), 101–117. doi.org/10.1080/01973533.2011.568834
  • Akitsu, Y., Ishihara, K. N., Okumura, H., & Yamasue, E. (2017). Investigating energy literacy and its structural model for lower secondary students in Japan. International Journal of Environmental and Science Education, 12(5), 1067-1095.
  • Akitsu, Y., & Ishihara, K. N. (2018). An integrated model approach: Exploring the energy literacy and values of lower secondary students in Japan. International Journal of Educational Methodology, 4(3), 161–186. doi: 10.12973/ijem.4.3.161
  • Ando, K., Yorifuji, K., Ohnuma, S., Matthies, E., & Kanbara, A. (2015). Transmitting pro-environmental behaviours to the next generation: A comparison between Germany and Japan. Asian Journal of Social Psychology, 18(2), 134–144. doi: 10.1111/ajsp.12078
  • Asia Pacific Energy Research Centre (2013). Thailand, APEC energy demand and supply outlook (5th Ed.) (pp. 193-202). Bangkok, Thailand: Energy Demand and Supply Outlook.
  • Asia Pacific Energy Research Centre (2015). Follow-up peer review on energy efficiency in Thailand final report (5th Ed.). Bangkok, Thailand: Energy Demand and Supply Outlook.
  • Asia Pacific Energy Research Centre (2016). Thailand, APEC energy demand and supply outlook: Economy reviews (6th ed., Vol. 11), (pp. 309-324). Bangkok, Thailand: Energy Demand and Supply Outlook.
  • Barrow, L. H., & Morrisey, J. T. (1989). Energy literacy of ninth-grade students: A comparison between Maine and New Brunswick. Journal of Environmental Education, 20(2), 22–25. doi: 10.1080/00958964.1989.9943027.
  • Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258.
  • Bunce, W. K. (1987). Religions in Japan: Buddhism, Shinto, Christianity. Westport, CT: Greenwood Press.
  • Chanlen, N. (2016, February). A STEM approach on energy education in Thailand. Paper presented in 10th APEC-Tsukuba Conference Innovation of Mathematics Education Through Lesson Study Challenges to Energy Efficiency on STEM and Cross-Border Education, University of Tsukuba, Tokyo, Japan.
  • Christensen, R., & Knezek, G. (2015). The climate change attitude survey: Measuring middle school student beliefs and intentions to enact positive environmental change. International Journal of Environmental and Science Education, 10(5), 773–788. doi: 10.12973/ijese.2015.276a
  • Cialdini, R. B. (2009). Influence -The psychology of persuasion- (Revised edition). New York, NY: Harper Collins e-books.
  • DeWaters, J. E., & Powers, S. E. (2011). Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior. Energy Policy, 39(3), 1699–1710. doi: 10.1016/j.enpol.2010.12.0496
  • DeWaters, J. E., & Powers, S. E. (2013). Establishing measurement criteria for an energy literacy questionnaire. The Journal of Environmental Education, 44(1), 38–55. doi: 10.1080/00958964.2012.711378
  • DeWaters, J., Qaqish, B., Graham, M., & Powers, S. (2013). Designing an energy literacy questionnaire for middle and high school youth. Journal of Environmental Education, 44(1), 56-78.
  • Eda, M. (2008). Nihonno Energy Kankyo Kyoiku no Genjo to Kadai [Current status and issues of energy and environmental education]. In Japan Techno-Economics Society (Ed.), Jizoku Kano na Shakai no Tameno Energy and Kankyo Kyoiku -Ohbei no Senshin Jirei ni Manabu-[Energy and environmental education for a sustainable society -Learn from excellent precedents in the western countries-] (pp. 34-43).Tokyo, Japan: Kokudosha Co., Ltd.
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
  • Eliade, M. (Ed.). (1987). The encyclopedia of religion (Vol. 12). New York, NY: Macmilan Publishing Company.
  • Former Information Center for Energy and Environment Education (2009). Shoh-Chuu Gakko ni Okeru Energy Kankyo Kyoiku no Atsukai ni Kansuru Anketo Chosa Kekka Hokoku-sho [A report of questionnaire results on energy environmental education in elementary and junior high school in Japan].
  • Fongsamootr, T. (2017). A summary of project on promotion of teaching about energy in basic education in Thailand by Ministry of Energy and Chiang Mai University (2009-2017). The exchange meeting of energy and environmental education information between Thailand and Japan in Tokyo, Japan.
  • Hashiba, T., Oiso, S., Sajima, T., Takayama, H., Yamashita, H., Suzuki, M, ... Maeda, K. (2010). The development of teaching materials for energy and environmental education integrated into main subjects in schools. INSS Journal, 17, 44-59.
  • Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press.
  • Hayes, A. F. (2014). PROCESS for SPSS. The Ohio State University, Release 2.13.2. Retrieved on February 8, 2016 from www.afhayes.com, documentation in Appendix A of Hayes (2013), www.guilford.com/p/hayes3
  • Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Journal of Business Research Methods, 6(1), 53–60.
  • Information Center for Energy and Environment Education (2013). The guideline for energy and environment education. Retrieved on April 20, 2016 from http://www.iceee.jp/
  • InsideAsia Tours Ltd. (2019, February 13). Inside Japan, Japanese Religion, Shinto, Buddhism and the Japanese belief system. Retrieved from https://www.insidejapantours.com/japanese-culture/religion/
  • Institute for the Promotion of Teaching Science and Technology (2002). The manual of content of science learning. Bangkok, Thailand: Curusapha Ladphoa.
  • Klockner, C. A., & Blobaum, A. (2010). A comprehensive action determination model: Toward a broader understanding of ecological behaviour using the example of travel mode choice. Journal of Environmental Psychology, 30(4), 574–586. doi: 10.1016/j.jenvp.2010.03.001
  • Klockner, C. A. (2013). A comprehensive model of the psychology of environmental behavior -A meta-analysis. Global Environmental Change, 23(5), 1028–1038. doi: 10.1016/j.gloenvcha.2013.05.014
  • Linn, R. L., & Gronlund, N. E. (1995). Measurement and assessment in teaching (7th Ed.). Merrill, Englewood Cliffs, NJ: Prentice-Hall.
  • Ministry of Economy, Trade and Industry, Japan (2016). Japan’s energy. 20 question to understand the current energy situation. Retrieved on December 7, 2017 from http://www.enecho.meti.go.jp/en/category/brochures/pdf/japan_energy_2016.pdf
  • Ministry of Education, Culture, Sports, Science and Technology, Japan (2009). Yochien, Shogakko, Chugakko, Kotogakko Oyobi Tokubetsu-Shien Gakko no Gakushu Shido Yoryo touno Kaizen ni Tsuite (Toshin)[A report of improvement for the course of study for kindergarten, elementary, junior-high, and high school in Japan]. Retrieved on December 2, 2017 from http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/toushin/__icsFiles/afieldfile/2009/05/12/1216828_1.pdf
  • Ministry of Education, Culture, Sports, Science and Technology, Japan (2011). Chapter 1, General Provision, Course of Study, Junior High School, Japan. Retrieved on November 9, 2017 from http://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/afieldfile/2011/07/22/1298356_1.pdf
  • Ministry of Education, Culture, Sports, Science and Technology, Japan (2011a). Section 4: Science, Course of study. Retrieved on November 9, 2017 from http://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/afieldfile/2011/04/11/1298356_5.pdf
  • Ministry of Education, Culture, Sports, Science and Technology, Japan (2011b). Section 8: Technology and home economics, Course of study. Retrieved on November 9, 2017 from http://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/afieldfile/2011/04/11/1298356_9.pdf
  • Ministry of Education, Culture, Sports, Science and Technology, Japan (2012). Special feature 1: Toward implementation of educational rebuilding. Retrieved on November 9, 2017 from http://www.mext.go.jp/b_menu/hakusho/html/hpab201201/detail/ 1344908.htm
  • National Energy Education Development Project (2017, May 20). Retrieved from http://www.need.org/
  • Nunnally, J. C. (1978). Psychometric theory (2nd Ed.). New York, NY: McGraw-Hill.
  • Oetzel, J.G., & Ting-Toomey, S. (2003). Face concerns in interpersonal conflict: A cross-cultural empirical test of the face negotiation theory. Communication Research, 30(6), 599-624.
  • Office of Energy Efficiency & Renewable Energy, U.S. Department of Energy (2019, February 15). Energy literacy: essential principles for energy education. Retrieved from https://www.energy.gov/eere/education/energy-literacy-essential-principles-energy-education
  • Phillips, H. P. (1965). Thai peasant personality: The patterning of interpersonal behavior in the village of Bang Chan. Oakland, CA: University of California Press.
  • Programme for International Student Assessment (2006). Science competencies for tomorrow’s world, Vol. 1: Analysis, (pp. 233-234). Paris, France: OECD Publishing. Retrieved on August 3, 2017 from https://www.oecd-ilibrary.org/education/pisa-2006_9789264040014-en
  • Programme for International Student Assessment (2015a). Country note, Japan, PISA 2015, OECD. Retrieved on August 3, 2017 from http://www.oecd.org/pisa/pisa-2015-Japan.pdf
  • Programme for International Student Assessment (2015b). PISA 2015 Results in focus, OECD, 5. Retrieved on August 3, 2017 from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
  • Qaqish, B. (2005). Developing multiple choice tests for social work trainings. In B. Johnson, M. Henderson, & M. Thibedeau (Eds.), Eighth annual 2005 national human services training evaluation symposium (p. 100). Berkeley, CA: California Social Work Education Center, University of California, Berkeley, School of Social Welfare.
  • Sato, M. (2003). Concept of literacy and its redefinition. Japanese Journal of Educational Research, 70(3), 292-301.
  • Schimmack, U., Radhakrishnan, P., Oishi, S., Dzokoto, V., & Ahadi, S. (2002). Culture, personality, and subjective well-being: Integrating process models of life satisfaction. Journal of Personality and Social Psychology, 82(4), 582-593.
  • Schwarts, S. H., & Haward, J. A. (1981). A normative decision-making model of altruism. In J. P. Rushton & R. M. Sorrentino (Eds.), Altruism and helping behavior: Social, personality, and developmental perspectives (pp. 189–211), Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Shibata, M. (2005). Education, national identity, and religion in Japan in an age of globalization. In D. Coulby & E. Zembeta (Eds.), World yearbook of education 2005: Globalization and nationalism in education (pp. 73-80). London & New York: RoutledgeFalmer, Taylor & Francis Group.
  • Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A., & Kalof, L. (1999). A value belief norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2), 81–97.
  • Stern, P. C. (2000). Toward a coherent theory of environmentally significant behavior. Journal of social issues, 56(3), 407–424. doi: 10.1111/0022-4537.00175
  • Triandis, H. C. (1993). Collectivism and individualism as cultural syndromes. Cross-cultural research, 27(3-4), 155-180. doi: 10.1177/106939719302700301
  • University of Washington (Office of education assessment) (2005). Understanding item analysis. Retrieved on December 18, 2014 from https://www.washington.edu/oea/services/scanning_scoring/scoring/item_analysis.html
  • United Nations (2015). Conference of the parties, twenty-first session: Adoption of the Paris agreement. Retrieved on February 4, 2016 from https://unfccc.int/resource/docs/2015/cop21/eng/l09r01.pdf
  • Wong, N. Y., & Ahuvia, A. C. (1998). Personal taste and family face: Luxury consumption in Confucian and western societies. Psychology & Marketing, 15(5), 423-441.
  • worldometers (2018). Thailand population. Retrieved on February 15, 2019 from http://www.worldometers.info/world-population/thailand-population/
  • Yuenyong, C., Jones, A., & Yutakom, N. (2008). A comparison of Thailand and New Zealand students’ ideas about energy related to technological and societal issues. International Journal of Science and Mathematics Education, 6(2), 293-311.
  • Yuenyong, C. (2012). Thai students’ decision making about energy issues: The influence of local values. Procedia-Social and Behavioral Sciences, 46, 5045-5057.
  • Yuenyong, J., & Yuenyong, C. (2012). Connecting between culture of learning in Thai contexts and developing students’ science learning in the formal setting. Procedia-Social and Behavioral Sciences, 46, 5371-5378.
Yıl 2019, Cilt: 5 Sayı: 2, 183 - 201, 15.05.2019
https://doi.org/10.12973/ijem.5.2.183

Öz

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
  • Ajzen, I. (2019a, February 11). Theory of planned behavior diagram. Retrieved from https://people.umass.edu/aizen/tpb.html
  • Ajzen, I. (2019b). Subjective norm. Retrieved on February 11, 2019 from https://people.umass.edu/aizen/sn.html
  • Ajzen, I., & Cote, N.G. (2008). Attitudes and the prediction of behavior. In W. D. Carno, and R. Prislin, (Eds.), Attitudes and Attitude Change (pp. 289-311). New York, NY: Psychology Press, Taylor & Francis Group.
  • Ajzen, I., Joyce, N., Sheikh, S., & Cote, N. G. (2011). Knowledge and the prediction of behavior: the role of information accuracy in the theory of planned behavior. Basic and Applied Social Psychology, 33(2), 101–117. doi.org/10.1080/01973533.2011.568834
  • Akitsu, Y., Ishihara, K. N., Okumura, H., & Yamasue, E. (2017). Investigating energy literacy and its structural model for lower secondary students in Japan. International Journal of Environmental and Science Education, 12(5), 1067-1095.
  • Akitsu, Y., & Ishihara, K. N. (2018). An integrated model approach: Exploring the energy literacy and values of lower secondary students in Japan. International Journal of Educational Methodology, 4(3), 161–186. doi: 10.12973/ijem.4.3.161
  • Ando, K., Yorifuji, K., Ohnuma, S., Matthies, E., & Kanbara, A. (2015). Transmitting pro-environmental behaviours to the next generation: A comparison between Germany and Japan. Asian Journal of Social Psychology, 18(2), 134–144. doi: 10.1111/ajsp.12078
  • Asia Pacific Energy Research Centre (2013). Thailand, APEC energy demand and supply outlook (5th Ed.) (pp. 193-202). Bangkok, Thailand: Energy Demand and Supply Outlook.
  • Asia Pacific Energy Research Centre (2015). Follow-up peer review on energy efficiency in Thailand final report (5th Ed.). Bangkok, Thailand: Energy Demand and Supply Outlook.
  • Asia Pacific Energy Research Centre (2016). Thailand, APEC energy demand and supply outlook: Economy reviews (6th ed., Vol. 11), (pp. 309-324). Bangkok, Thailand: Energy Demand and Supply Outlook.
  • Barrow, L. H., & Morrisey, J. T. (1989). Energy literacy of ninth-grade students: A comparison between Maine and New Brunswick. Journal of Environmental Education, 20(2), 22–25. doi: 10.1080/00958964.1989.9943027.
  • Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258.
  • Bunce, W. K. (1987). Religions in Japan: Buddhism, Shinto, Christianity. Westport, CT: Greenwood Press.
  • Chanlen, N. (2016, February). A STEM approach on energy education in Thailand. Paper presented in 10th APEC-Tsukuba Conference Innovation of Mathematics Education Through Lesson Study Challenges to Energy Efficiency on STEM and Cross-Border Education, University of Tsukuba, Tokyo, Japan.
  • Christensen, R., & Knezek, G. (2015). The climate change attitude survey: Measuring middle school student beliefs and intentions to enact positive environmental change. International Journal of Environmental and Science Education, 10(5), 773–788. doi: 10.12973/ijese.2015.276a
  • Cialdini, R. B. (2009). Influence -The psychology of persuasion- (Revised edition). New York, NY: Harper Collins e-books.
  • DeWaters, J. E., & Powers, S. E. (2011). Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior. Energy Policy, 39(3), 1699–1710. doi: 10.1016/j.enpol.2010.12.0496
  • DeWaters, J. E., & Powers, S. E. (2013). Establishing measurement criteria for an energy literacy questionnaire. The Journal of Environmental Education, 44(1), 38–55. doi: 10.1080/00958964.2012.711378
  • DeWaters, J., Qaqish, B., Graham, M., & Powers, S. (2013). Designing an energy literacy questionnaire for middle and high school youth. Journal of Environmental Education, 44(1), 56-78.
  • Eda, M. (2008). Nihonno Energy Kankyo Kyoiku no Genjo to Kadai [Current status and issues of energy and environmental education]. In Japan Techno-Economics Society (Ed.), Jizoku Kano na Shakai no Tameno Energy and Kankyo Kyoiku -Ohbei no Senshin Jirei ni Manabu-[Energy and environmental education for a sustainable society -Learn from excellent precedents in the western countries-] (pp. 34-43).Tokyo, Japan: Kokudosha Co., Ltd.
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
  • Eliade, M. (Ed.). (1987). The encyclopedia of religion (Vol. 12). New York, NY: Macmilan Publishing Company.
  • Former Information Center for Energy and Environment Education (2009). Shoh-Chuu Gakko ni Okeru Energy Kankyo Kyoiku no Atsukai ni Kansuru Anketo Chosa Kekka Hokoku-sho [A report of questionnaire results on energy environmental education in elementary and junior high school in Japan].
  • Fongsamootr, T. (2017). A summary of project on promotion of teaching about energy in basic education in Thailand by Ministry of Energy and Chiang Mai University (2009-2017). The exchange meeting of energy and environmental education information between Thailand and Japan in Tokyo, Japan.
  • Hashiba, T., Oiso, S., Sajima, T., Takayama, H., Yamashita, H., Suzuki, M, ... Maeda, K. (2010). The development of teaching materials for energy and environmental education integrated into main subjects in schools. INSS Journal, 17, 44-59.
  • Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press.
  • Hayes, A. F. (2014). PROCESS for SPSS. The Ohio State University, Release 2.13.2. Retrieved on February 8, 2016 from www.afhayes.com, documentation in Appendix A of Hayes (2013), www.guilford.com/p/hayes3
  • Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Journal of Business Research Methods, 6(1), 53–60.
  • Information Center for Energy and Environment Education (2013). The guideline for energy and environment education. Retrieved on April 20, 2016 from http://www.iceee.jp/
  • InsideAsia Tours Ltd. (2019, February 13). Inside Japan, Japanese Religion, Shinto, Buddhism and the Japanese belief system. Retrieved from https://www.insidejapantours.com/japanese-culture/religion/
  • Institute for the Promotion of Teaching Science and Technology (2002). The manual of content of science learning. Bangkok, Thailand: Curusapha Ladphoa.
  • Klockner, C. A., & Blobaum, A. (2010). A comprehensive action determination model: Toward a broader understanding of ecological behaviour using the example of travel mode choice. Journal of Environmental Psychology, 30(4), 574–586. doi: 10.1016/j.jenvp.2010.03.001
  • Klockner, C. A. (2013). A comprehensive model of the psychology of environmental behavior -A meta-analysis. Global Environmental Change, 23(5), 1028–1038. doi: 10.1016/j.gloenvcha.2013.05.014
  • Linn, R. L., & Gronlund, N. E. (1995). Measurement and assessment in teaching (7th Ed.). Merrill, Englewood Cliffs, NJ: Prentice-Hall.
  • Ministry of Economy, Trade and Industry, Japan (2016). Japan’s energy. 20 question to understand the current energy situation. Retrieved on December 7, 2017 from http://www.enecho.meti.go.jp/en/category/brochures/pdf/japan_energy_2016.pdf
  • Ministry of Education, Culture, Sports, Science and Technology, Japan (2009). Yochien, Shogakko, Chugakko, Kotogakko Oyobi Tokubetsu-Shien Gakko no Gakushu Shido Yoryo touno Kaizen ni Tsuite (Toshin)[A report of improvement for the course of study for kindergarten, elementary, junior-high, and high school in Japan]. Retrieved on December 2, 2017 from http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/toushin/__icsFiles/afieldfile/2009/05/12/1216828_1.pdf
  • Ministry of Education, Culture, Sports, Science and Technology, Japan (2011). Chapter 1, General Provision, Course of Study, Junior High School, Japan. Retrieved on November 9, 2017 from http://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/afieldfile/2011/07/22/1298356_1.pdf
  • Ministry of Education, Culture, Sports, Science and Technology, Japan (2011a). Section 4: Science, Course of study. Retrieved on November 9, 2017 from http://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/afieldfile/2011/04/11/1298356_5.pdf
  • Ministry of Education, Culture, Sports, Science and Technology, Japan (2011b). Section 8: Technology and home economics, Course of study. Retrieved on November 9, 2017 from http://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/afieldfile/2011/04/11/1298356_9.pdf
  • Ministry of Education, Culture, Sports, Science and Technology, Japan (2012). Special feature 1: Toward implementation of educational rebuilding. Retrieved on November 9, 2017 from http://www.mext.go.jp/b_menu/hakusho/html/hpab201201/detail/ 1344908.htm
  • National Energy Education Development Project (2017, May 20). Retrieved from http://www.need.org/
  • Nunnally, J. C. (1978). Psychometric theory (2nd Ed.). New York, NY: McGraw-Hill.
  • Oetzel, J.G., & Ting-Toomey, S. (2003). Face concerns in interpersonal conflict: A cross-cultural empirical test of the face negotiation theory. Communication Research, 30(6), 599-624.
  • Office of Energy Efficiency & Renewable Energy, U.S. Department of Energy (2019, February 15). Energy literacy: essential principles for energy education. Retrieved from https://www.energy.gov/eere/education/energy-literacy-essential-principles-energy-education
  • Phillips, H. P. (1965). Thai peasant personality: The patterning of interpersonal behavior in the village of Bang Chan. Oakland, CA: University of California Press.
  • Programme for International Student Assessment (2006). Science competencies for tomorrow’s world, Vol. 1: Analysis, (pp. 233-234). Paris, France: OECD Publishing. Retrieved on August 3, 2017 from https://www.oecd-ilibrary.org/education/pisa-2006_9789264040014-en
  • Programme for International Student Assessment (2015a). Country note, Japan, PISA 2015, OECD. Retrieved on August 3, 2017 from http://www.oecd.org/pisa/pisa-2015-Japan.pdf
  • Programme for International Student Assessment (2015b). PISA 2015 Results in focus, OECD, 5. Retrieved on August 3, 2017 from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
  • Qaqish, B. (2005). Developing multiple choice tests for social work trainings. In B. Johnson, M. Henderson, & M. Thibedeau (Eds.), Eighth annual 2005 national human services training evaluation symposium (p. 100). Berkeley, CA: California Social Work Education Center, University of California, Berkeley, School of Social Welfare.
  • Sato, M. (2003). Concept of literacy and its redefinition. Japanese Journal of Educational Research, 70(3), 292-301.
  • Schimmack, U., Radhakrishnan, P., Oishi, S., Dzokoto, V., & Ahadi, S. (2002). Culture, personality, and subjective well-being: Integrating process models of life satisfaction. Journal of Personality and Social Psychology, 82(4), 582-593.
  • Schwarts, S. H., & Haward, J. A. (1981). A normative decision-making model of altruism. In J. P. Rushton & R. M. Sorrentino (Eds.), Altruism and helping behavior: Social, personality, and developmental perspectives (pp. 189–211), Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Shibata, M. (2005). Education, national identity, and religion in Japan in an age of globalization. In D. Coulby & E. Zembeta (Eds.), World yearbook of education 2005: Globalization and nationalism in education (pp. 73-80). London & New York: RoutledgeFalmer, Taylor & Francis Group.
  • Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A., & Kalof, L. (1999). A value belief norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2), 81–97.
  • Stern, P. C. (2000). Toward a coherent theory of environmentally significant behavior. Journal of social issues, 56(3), 407–424. doi: 10.1111/0022-4537.00175
  • Triandis, H. C. (1993). Collectivism and individualism as cultural syndromes. Cross-cultural research, 27(3-4), 155-180. doi: 10.1177/106939719302700301
  • University of Washington (Office of education assessment) (2005). Understanding item analysis. Retrieved on December 18, 2014 from https://www.washington.edu/oea/services/scanning_scoring/scoring/item_analysis.html
  • United Nations (2015). Conference of the parties, twenty-first session: Adoption of the Paris agreement. Retrieved on February 4, 2016 from https://unfccc.int/resource/docs/2015/cop21/eng/l09r01.pdf
  • Wong, N. Y., & Ahuvia, A. C. (1998). Personal taste and family face: Luxury consumption in Confucian and western societies. Psychology & Marketing, 15(5), 423-441.
  • worldometers (2018). Thailand population. Retrieved on February 15, 2019 from http://www.worldometers.info/world-population/thailand-population/
  • Yuenyong, C., Jones, A., & Yutakom, N. (2008). A comparison of Thailand and New Zealand students’ ideas about energy related to technological and societal issues. International Journal of Science and Mathematics Education, 6(2), 293-311.
  • Yuenyong, C. (2012). Thai students’ decision making about energy issues: The influence of local values. Procedia-Social and Behavioral Sciences, 46, 5045-5057.
  • Yuenyong, J., & Yuenyong, C. (2012). Connecting between culture of learning in Thai contexts and developing students’ science learning in the formal setting. Procedia-Social and Behavioral Sciences, 46, 5371-5378.
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Yutaka Akitsu Bu kişi benim

Keiichi N. Ishihara Bu kişi benim

Yayımlanma Tarihi 15 Mayıs 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 5 Sayı: 2

Kaynak Göster

APA Akitsu, Y., & Ishihara, K. N. (2019). Energy Literacy Assessment: A Comparative Study of Lower Secondary School Students in Thailand and Japan. International Journal of Educational Methodology, 5(2), 183-201. https://doi.org/10.12973/ijem.5.2.183