Preservice Teachers’ Knowledge Levels, Risk Perceptions and Intentions to Use Renewable Energy: A Structural Equation Model

Yıl 2020, , 193 - 206, 01.07.2020

Mehmet Demirbağ , Şirin Yılmaz

https://doi.org/10.21891/jeseh.625409

Cited By: 1

Öz

In today’s world, energy consumption constitutes a topic on countries’ main agendas. In parallel with the military, technological and scientific developments associated with the increasing population, countries are generating policies that highlight energy sources that play a part in global competition. As with many innovations, factors such as the public’s knowledge levels regarding the innovations, social acceptance, attitudes, intentions and risk perceptions are seen to be directly related to the use of renewable energy. For this reason, the aim of this study was to test the relationships among the knowledge levels, risk perceptions and intentions of preservice teachers regarding renewable energy sources using structural equation model analysis. 642 preservice teachers studying in 3rd and 4th grades, and selected by convenience sampling, participated in the study. According to the results of the structural equation model analysis, the knowledge levels of the preservice teachers related to renewable energy sources negatively predicted their risk perceptions regarding renewable energy sources. Furthermore, while individuals’ risk perceptions negatively predicted some of the theory of planned behavior components related to renewable energy sources, the theory of planned behavior components related to attitude, subjective norms and perceived behavioral control positively predicted the intention to use renewable energy sources. These analyses related to the structural equation model findings are discussed in detail.

Anahtar Kelimeler

Renewable energy, Theory of planned behavior

Kaynakça

• Abrahamse, W., Steg, L., Gifford, R., & Vlek, C. (2009). Factors influencing car use for commuting and the intention to reduce it: a question of self-interest or morality? Transp. Res. F. 12, 317-324.
• Acikgoz C. (2011). Renewable energy education in Turkey. Renew Energy, (36), 608–611.
• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
• Aktepe, S., & Girgin, S. (2009). İlköğretimde eko-okullar ve klasik okulların çevre eğitimi açısından karşılaştırılması. İlköğretim Online, 8(2).
• Alam, S. S. & Rashid, M. (2012). Intention to use renewable energy: mediating role of attitude. Energy Res. J., 3, 37- 44.
• Altuntaş, E. Ç., & Turan, S. L. (2018). Awareness of secondary school students about renewable energysources. Renewable Energy, 116, 741-748.
• Bandura, A. (1997). Self-efficacy in changing societies. Cambridge: Cambridge University Press.
• Bang, H. K., Ellinger, A. E., Hadjimarcou, J., & Traichal, P. A. (2000). Consumer concern, knowledge, belief, and attitude toward renewable energy: An application of the reasoned action theory. Psychology & Marketing, 17(6), 449-468.
• Barnett, J., Burningham, K., Walker, G., & Cass, N. (2012). Imagined publics and engagement around renewable energy technologies in the UK. Public Understanding of Science, 21(1), 36-50.
• Chan, L. & Bishop, B. (2013). A moral basis for recycling: extending the theory of planned behaviour. J. EnvironPsychol. 36, 96-102.
• Corner, A., Venables, D., Spence, A., Poortinga, W., Demski, C., & Pidgeon, N. (2011). Nuclear power, climate change and energy security: exploring British public attitudes. Energy Policy, 39(9), 4823-4833.
• Çoban, O. & Şahbaz Kılınç, N. (2015). Yenilenebilir Enerji Tüketimi Karbon ve Emisyonu İlişkisi: TR Örneği. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 38(1), 195-208.de Leeuw, A., Valois, P., Ajzen, I. & Schmidt, P. (2015). Using the theory of planned behavior to identify key beliefs underlying pro-environmental behavior in high-school students: Implications for educational interventions. J. Environ. Psychol. 42, 128-138.
• Devine-Wright, P., 2007. Energy citizenship: psychological aspects of evolution in sustainable energy technologies. In: Murphy, J. (Ed.), Framing The Present, Shaping The Future: Contemporary Governance of Sustainable Technologies. Earthscan, London, pp. 63–86
• Donald, I.J., Cooper, S.R. & Conchie, S.M. (2014) An extended theory of planned behaviour model of the psychological factors affecting commuters' transport mode use. J. Environ. Psychol. 40, 39-48.
• Ek, K. (2005). Public and private attitudes towards “green” electricity: the case of Swedish wind power. Energy Policy, 33(13), 1677-1689.
• Eltham, D. C., Harrison, G. P., & Allen, S. J. (2008). Change in public attitudes towards a Cornish wind farm:Implications for planning. Energy Policy, 36(1), 23-33.
• [ETKB (TC Enerji ve Tabii Kaynaklar Bakanlığı), (2014). Türkiye Ulusal Yenilenebilir Enerji Eylem Planı, TC Enerji ve Tabii Kaynaklar Bakanlığı, Aralık 2014. http://www.eie.gov.tr/duyurular_haberler/document/Turkiye_Ulusal_Yenilenebilir_Enerji_Eylem Plani.PDF, 01.08.2018.
• Foxon, T. J., Gross, R., Chase, A., Howes, J., Arnall, A., & Anderson, D. (2005). UK innovation systems for new and renewable energy technologies: drivers, barriers and systems failures. Energy policy, 33(16), 2123-2137.
• Frewer, L., Howard, C., & Shepherd, R. (1997). Public concerns in the United Kingdom about general and specific applications of genetic engineering: Risks, benefits and ethics. Science Technology and Human Values, 22, 98 –124.
• Frewer, L. (2004). The public and effective risk communication. Toxicology letters, 149(1-3), 391-397.
• Graham, J. B., Stephenson, J. R., & Smith, I. J. (2009). Public perceptions of wind energy developments: Case studies from New Zealand. Energy Policy, 37(9), 3348-3357.
• Güven, G., & Sülün, Y. (2018). Investigation of the Effect of the Interdisciplinary Instructional Approach on Pre-service Science Teachers’ Cognitive Structure about the Concept of Energy. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 12(1), 249-281.
• Halder, P., Pietarinen, J., Havu-Nuutinen, S., Pöllänen, S., & Pelkonen, P. (2016). The Theory of Planned Behavior model and students' intentions to use bioenergy: A cross-cultural perspective. Renewable Energy, 89, 627- 635.
• Howard, S. K. (2011). Affect and acceptability: Exploring teachers’ technology-related risk perceptions. Educational Media International, 48, 261–273.
• Hunt, S., & Frewer, L. J. (1999). Public trust in sources of information about radiation risks in the UK. Journal of Risk Research, 2(2), 167-180.
• Irzik, G. (2013). Introduction: Commercialization of academic science and a new agenda for science education. Science & Education, 22(10), 2375-2384.
• Jin, Y., Ma, X., Chen, X., Cheng, Y., Baris, E., & Ezzati, M. (2006). Exposure to indoor air pollution from household energy use in rural China: the interactions of technology, behavior, and knowledge in health risk management. Social Science & Medicine, 62(12), 3161-3176.
• Karagöl, E. T. & Kavaz, İ. (2017). Türkiye ve Dünyada yenilenebilir enerji. SETA (SETA Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı): İstanbul.
• Karatepe, Y., Neşe, S. V., Keçebaş, A., & Yumurtacı, M. (2012). The levels of awareness about the renewable energy sources of university students in Turkey. Renewable Energy, 44, 174-179.
• Kaldellis, J. K., Kapsali, M., & Katsanou, E. (2012). Renewable energy applications in Greece—What is the public attitude? Energy Policy, 42, 37-48.Kano, C. (2013). Behavioral Change for Energy Conservation Case Study of Post-Fukushima Experience in Japan. Master thesis in Sustainable Development at Uppsala University, No. 121, 1-45.
• Karppinen, H. (2005). Forest owners' choice of reforestation method: an application of the theory of planned behavior. For. Policy Econ. 7, 393-409.
• Kılınç, A., Stanisstreet, M., & Boyes, E. (2009). Incentives and disincentives for using renewable energy: Turkish students’ ideas. Renewable and Sustainable Energy Reviews, 13(5), 1089-1095.
• Kılınç, A., Boyes, E., & Stanisstreet, M. (2013). Exploring students’ ideas about risks and benefits of nuclear power using risk perception theories. Journal of Science Education and Technology, 2(3), 252-266.
• Kilinc, A., Ertmer, P., Bahcivan, E., Demirbag, M., Sonmez, A., & Ozel, R. (2016). Factors influencing Turkish preservice teachers’ intentions to use educational technologies and mediating role of risk perceptions. Journal of Technology and Teacher Education, 24(1), 37-62.
• Leiserowitz, A. (2007). International public opinion, perception, and understanding of global climate change. Human development report. 2008, 1-40.
• Leitch, Z.J. & Lhotka, J.M., Andrew Stainback, G. &, Stringer, J.W. (2013). Private landowner intent to supply woody feedstock for bioenergy production. Biomass Bioenergy, 56, 127-136.
• Lin, J. C., Wu, C. H. Wu, Liu, Y. & Lee, C. C. (2012).Behavioral intentions toward afforestation and carbon reduction by the Taiwanese public, For. Policy Econ. 14, 119-126.
• L’Orange Seigo, S., Dohle, S., & Siegrist, M. (2014). Public perception of carbon capture and storage (CCS): a review. Renewable and Sustainable Energy Reviews. 38, 848-863.
• Menozzi, D., Fioravanzi, M., & Donati, M. (2015). Farmer’s motivation to adopt sustainable agricultural practices. Bio-based and Applied Economics, 4(2), 125.
• Morgil, I., Secken, N., Yucel, A. S., Oskay, O. O., Yavuz, S., & Evrim, U. R. A. L. (2006). Developing a renewable energy awareness scale for pre-service chemistry teachers. Turkish Online Journal of Distance Education, 7(1).
• Painuly, J. P. (2001). Barriers to renewable energy penetration; a framework for analysis. Renewable Energy, 24(1), 73-89.
• Panwar N. L, Kaushik SC, Kothari, S. (2011). Role of renewable energy sources in environmental protection: a review. Renew Sustain Energy Rev, 15, 1513–24.
• Pongiglione, F. (2011). Climate change and individual decision-making: An examination of knowledge, risk perception, self-interest and their interplay. (Ed. Bosello, F., Mattei, E., Carraro, C., De Cian, C. E., & Mattei, E. E. Climate Change and Sustainable Development Series.)
• Rohrmann, B., & Renn, O. (2000). Risk perception research - An introduction. In O. Renn & B. Rohrmann (Eds.), Cross-cultural risk perceptions: A survey of empirical studies (Vol. 13, pp. 11–54). Dordrecht: Kluwer Academic Publishers.
• Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey .
• Slee, P. T., & Cross, D. G. (1989). Living in the nuclear age: An Australian study of children's and adolescent's fears. Child Psychiatry and Human Development, 19(4), 270-278.
• Slovic, P. (1992). Perception of risk: Reflections on the psychometric paradigm.
• Slovic, P., Fischoff, B., & Lichtenstein, S. (1982). Facts versus fears.
• Sjöberg, L., Moen, B. E., & Rundmao, T. (2004). Explaining risk perception: An evaluation of the psychometric paradigm in risk perception research. Trondheim: Rotunde.
• Sohn, K. Y., Yang, J. W., & Kang, C. S. (2001). Assimilation of public opinions in nuclear decision-making using risk perception. Annals of Nuclear Energy, 28(6), 553-563.
• Triandis, H. C. (2016). Culture and the natural environment. Taciano L Milfont and P Wesley Schultz 2. Current Opinion in Psychology, 8, 194-199.
• Upreti, B. R., & van der Horst, D. (2004). National renewable energy policy and local opposition in the UK: The failed development of a biomass electricity plant. Biomass and bioenergy, 26(1), 61-69.
• Visschers, V. H., Keller, C., & Siegrist, M. (2011). Climate change benefits and energy supply benefits as determinants of acceptance of nuclear power stations: investigating an explanatory model. Energy Policy, 39(6), 3621-3629.
• Wang, Z., Zhang, B., Yin, J. & Zhang, Y. (2011). Determinants and policy implications for household electricity-saving behaviour: Evidence from Beijing, Chin. Energy Policy, 39, 3550-3557.
• Whitmarsh, L. (2009). Behavioural responses to climate change: Asymmetry of intentions and impacts. Journal of Environmental Psychology, 29(1), 13-23.
• Wolsink, M. (2007). Wind power implementation: the nature of public attitudes: Equity and fairness instead of ‘backyard motives’. Renewable and Sustainable Energy Reviews, 11(6), 1188-1207.
• Yazdanpanah, M. & Forouzani, M. (2015). Application of the theory of planned behaviour to predict Iranian students' intention to purchase organic food, J. Clean. Prod., http://dx.doi.org/10.1016/j.jclepro.2015.02.071.
• Yurdadoğ, V. (2017). Türkiye'de yenilenebilir enerji destek politikaları. Eurasian Academy of Sciences Eurasian Business & Economics Journal, 9, 1-21.
• Zyadin, A., Puhakka, A., Ahponen, P., Cronberg, T., & Pelkonen, P. (2012). School students' knowledge, perceptions, and attitudes toward renewable energy in Jordan. Renewable Energy, 45, 78-85