A Research on the Energy Literacy of Middle School Students

Yıl 2023, , 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

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Proje Numarası

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Teşekkür

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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

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Kaynakça

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