The knowledge and opinions of prospective elementary school science teachers in Turkey regarding renewable energy

Yıl 2020, , 31 - 40, 01.04.2020

Filiz Kara

https://doi.org/10.24289/ijsser.669087

Cited By: 1

Öz

In this research, it is aimed to determine the knowledge and opinions regarding renewable energy of 64 prospective teachers. The study data were collected by using a questionnaire consisting of 12 open-ended questions and analyzed using the descriptive analysis method. The study results showed that prospective teachers were generally of the opinion that renewable energy sources are mainly used by developed countries. In addition, most of the prospective teachers thought that media organs and scientific meetings and schools should be utilized as platforms for increasing social awareness of renewable energy sources. However, it was also determined that the number of prospective teachers who learned about renewable energy sources from their parents was considerably limited.

Anahtar Kelimeler

Renewable energy, Prospective science teacher, Teacher education, Sustainable energy

Kaynakça

• Bailey, K. D. (1982). Methods of social research (2nd edition). New York: The Free Press.
• Boutakidis, D., Aggelopoulos, S., Pavloudi, A. & Soutsas, K. (2014) Attitudes and opinions of social media users on renewable energy. Journal of Environmental Protection and Ecology, 15 (4), 1727-1734.
• Çelikler, D. (2013). Awareness about renewable energy of pre-service science teachers in Turkey. Renewable Energy, 60, 343-348.
• Daugherty, M. K. & Carter, V. R. (2010). Renewable energy technology: It Is imperative that current students become aware of and familiar with emerging renewable energy technologies and how these technologies will continue to influence their lives in the 21st century. The Technology Teacher, 69 (5), 24-28.
• Karasar, N. (2014). Scientific research method (27th edition). Ankara: Nobel Publication Distribution.
• Keser, Ö. F., Özmen, H. & Akdeniz, F. (2003). Energy, environment, and education relationship in developing countries’ policies: A case study for Turkey. Energy Sources, 25, 123-133.
• Köse, E. (2010). “Scientific research models”, Scientific research methods, R. Y. Kıncal (ed.). Ankara: Nobel Publication Distribution, 97-120.
• Marda, O. & Şahin, Ü. (2007). Global warming and climate crisis: Why cannot we wait more. Istanbul: Agora Library Publishing.
• Marker, G. W. (1991). Has the time come to revive energy education? Social Studies, 82 (5), 183-187.
• McLaughlin, C. (2008). Career connections: Environmental occupations. Technology and Children, 13 (1), 14-15.
• Muresan, I. C., Chiciudean, G. O., Harun, R., Arion, F. H., Porutiu, A., Chiciudean, D. I., Oroian, I. G & Jitea, M. I. (2017). Constraints on use of renewable energy technologies in the rural area: A Case Study from the North-West Region of Romania. Journal of Environmental Protection and Ecology, 18 (4), 1746-1753.
• Pimental, D., Herz, M., Glickstein, M., Zimmerman, M., Allen, R., Becker, K., Evans, J., Hussain, B., Sarsfeld, R, Grosfeld, A. & Seidel, T. (2002). Renewable energy: Current and potential issues. Bioscience, 52 (12), 1111- 1120.
• Sevinç, V. (2009). General environment science. Ankara: Maya Academy.
• Spence, S. (2007). Global warming (Translate by S. Gönen, S. Apar). Ankara: Pegasus Publishing.
• Thomas, C, Jennings, P. & Llyod, B. (2008). Issues in renewable energy education. Australian Journal of Environmental Education, 24, 67-73.
• Wilson, R. A. (1996). Environmental education programs for preschool children. Journal of Environmental Education, 27 (4), 28-33.
• Yıldırım, A. & Şimşek, H. (2011). Qualitative research methods in the social sciences (8th edition). Ankara: Seçkin Publishing.
• Yıldız, K., Sipahioğlu, Ş. & Yılmaz, M. (2000). Environment science. Ankara: Gündüz Education and Publishing.