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Investigation of the Effects of Out-of-School Learning Environments on the Attitudes and Opinions of Prospective Classroom Teachers about Renewable Energy Sources

Yıl 2020, Cilt 6, Sayı 1, 35 - 52, 15.01.2020
https://doi.org/10.21891/jeseh.670049

Öz

The aim of this study is to investigate the effects of energy resources activities on attitudes and views of prospective classroom teachers about renewable energy resources within the context of out-of school learning environments. In the study, quasi-experimental design without pre-test post-test control group was used. The research was conducted in the spring term of 2017-2018 academic year with an in-depth study plan for a total of 14 weeks with 12 prospective classroom teachers within the scope of Community Service Practices course. Out-of-school learning activities are held in Solar Park House and Akkuyu Nuclear Power Plant Information Center which is Turkey's first nuclear power plant, located in Mersin. In the research, Attitude Scale for Renewable Energy Resources developed by Güneş, Alat and Gözüm (2013) was used. Also, the interview form, which consists of open-ended questions developed by the researcher and the diaries kept by the prospective teachers within the scope of the course were examined by qualitative analysis method. As a result of the research, it was found that there was a significant difference between the pre-test and post-test scores of the prospective classroom teachers regarding the renewable energy resources in favor of the post-test scores.

Kaynakça

  • Akkuyu Nuclear Power Plant (2019, October 11) Retrieved from http://www.akkunpp.com/bilgilendirme-merkezi-2.
  • Aydın, S., Haşıloğlu, M. A., & Kunduracı. A. (2016). Fen bilimleri öğretmenlerinin ders dışı etkinlikleri kullanmada öz-yeterlik algılarının farklı değişkenler açısından incelenmesi [Investigation of self-efficacy perceptions of science teachers in using extracurricular activities in terms of different variables] Uluslararası Eğitim Bilim ve Teknoloji Dergisi, 2(2), 94-103.
  • Ateş, H., & Saraçoğlu, M. (2013). Fen bilgisi öğretmen adaylarının gözünden nükleer enerji [Nuclear energy through the eyes of prospective science teachers]. Journal of Kırsehir Education Faculty, 14(3), 175-193.
  • Bozdoğan, A. E., & Yalçın, N. (2006). The effects of science centers on the change of science interest levels of primary education students and on their academic success: Energy Park. Ege University Journal Of Education Faculty, 7 (2), 95-114.
  • Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out‐of‐school learning. International Journal of Science Education, 28 (12), 1373-1388.
  • Cansız, N., & Cansız, M. (2015). Views and knowledge of preservice science teachers about nuclear power plants. International Journal On New Trends İn Education And Their Implications, 6(2), 216-224.
  • Cohen, J. (1988). Statistical Power Analysis For The Behavioral Sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Creswell, J. W., & Plano-Clark, V. L. (2007). Karma yöntem araştırmaları: tasarımı ve yürütülmesi [Mixed method research: design and execution] (Çev: A. Delice). Ankara. Anı Yayıncılık.
  • Çavuş, R., Topsakal, Ü. U., & Kaplan, A. Ö. (2013). Teachers views’ on awareness of environmental acquiring in ınformal learning environments: the sample of Kocaeli Science houses. Pegem Journal Of Education and Instruction, 3 (1), 15-26.
  • Çelikler, D. & Kara, F. (2011). İlköğretim matematik ve sosyal bilgiler öğretmen adaylarının yenilenebilir enerji konusundaki farkındalıkları [Awareness of elementary mathematics and social science prospective teachers about renewable energy]. 2nd International Conference on New Trends İn Education and Their Implications (ICONTE), 530- 539.
  • Ertaş, H., Şen, A. İ., & Parmaksızoğlu, A. (2011). The effects of out-of school scientific activities on 9th grade students’ relating the unit of energy to daily life. Necatibey Faculty of Education Electronic Journal Of Science And Mathematics Education, 5(2), 178-198.
  • Eş, H., Mercan, S. I., & Ayas, C. (2016). Türkiye için yeni bir sosyo-bilimsel tartışma: nükleer ile yaşam[A new socio-scientific debate for Turkey: living with a nuclear]. Turkish Journal of Education, 5 (2), 47-59.
  • Güneş, T., Alat, K. & Gözüm, A. İ. C. (2013). Fen öğretmeni adaylarına yönelik yenilenebilir enerji kaynakları tutum ölçeği: geçerlilik ve güvenirlik çalışması [Renewable energy sources attitude scale for science teachers: validity and reliability study]. Eğitim Bilimleri Araştırmaları Dergisi- Journal of Educational Sciences Research, 3 (2), 269-289. Kaptan, F. (1999). Fen bilgisi öğretimi [Science teaching]. Ankara: MEB Yayınları.
  • Kaya, İ. S. (2012). Nükleer enerji dünyasında çevre ve insan [Environment and human in nuclear energy world] Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (24), 71-90.
  • Kubota, Y. (2012). Facing a crisis with calmness? The global response to the Fukushima nuclear disaster. Japanese Journal of Political Science, 13 (3), 441-466.
  • Külekçi, Ö. C. (2009). Yenilenebilir enerji kaynakları arasında jeotermal enerjinin yeri ve Türkiye açısından önemi [Geothermal energy from renewable energy sources on site and the importance of Turkey]. Ankara Üniversitesi Çevre Bilimleri Dergisi, 1 (2), 83-91.
  • Lee, L. S., & Yang, H. C. (2013). Technology teachers’ attitudes toward nuclear energy and their implications for technology education. Paper presented at the Pupils’ Attitude towards Technology (PATT). Technology Education for the Future: A Play on Sustainability Conference, New Zealand.
  • Liarakou, G., Gavrilakis, C. & Flouri, E. (2009). Secondary school teachers’ knowledge and attitudes towards renewable energy sources. J Sci Educ Technol 18, 120–129. doi:10.1007/s10956-008-9137-z.
  • MoNE (MEB) (2018). Talim Terbiye Başkanlığı, Fen bilimleri dersi öğretim programı [Science course curriculum], Ankara.
  • News About Akkuyu Nuclear Power Plant in Turkey (2019, October 11). Retrieved from http://www.hurriyet.com.tr/haberleri/akkuyu.
  • Miles, M. B. & Huberman, M. (1994). Qualitative data analysis: an expanded sourcebook (2nd Eddition). Thousand Oaks, CA: Sage.
  • Ozturk, N. & Bozkurt Altan, E. (2019). Examining science teachers’ decisions about nuclear power plants from the perspective of normative decision theory. Journal of Education in Science, Environment and Health (JESEH), 5(2), 192-208. DOI:10.21891/jeseh.581739.
  • Özdemir, N., & Çobanoğlu, O. E. (2008). Türkiye’de nükleer santrallerin kurulması ve nükleer enerji kullanımı konuSolar daki öğretmen adaylarının tutumları [Prospective teachers’ attitudes towards the use of nuclear energy and the construction of nuclear plants in Turkey]. Hacettepe University Journal of Education, 3 4(34), 218-232.
  • Özdemir, O. (2010). Doğa deneyimine dayalı çevre eğitiminin ilköğretim öğrencilerinin çevrelerine yönelik algı ve davranışlarına etkisi [The effect of environmental education based on nature experience on the perception and behavior of primary school students towards their environment]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27 (27), 125-138.
  • Solar Park House (2019, October 11). Retrieved from https://www.enerjibes.com/turkiyede-ilk-defa-gunes-park-enerji-kompleksi/
  • Sontay, G., Tutar, M., & Karamustafaoğlu, O. (2016). Okul dışı öğrenme ortamları ile fen öğretimi hakkında öğrenci görüşleri: planetaryum gezisi [student views about “science teaching with outdoor learning environments”: planetarium tour]. Journal of Research in Informal Environments, 1 (1), 1-24.
  • Türkmen, H. (2015). İlkokul öğretmenlerin sınıf dışı ortamlardaki fen öğretimine bakış açıları [Primary teachers point of view about science teaching in outdoor learning environments]. Journal Of European Education, 5 (2), 47-55.
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • YÖK (2019, October 15). Topluma hizmet uygulamaları dersi yönergesi [Community service practices instruction].Retrieved from http://www.education.ankara.edu.tr/wp-content/uploads/sites/85/2018/01/Topluma_hizmet_uygulamalari_dersi_yonergesi.doc.
  • 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.

Yıl 2020, Cilt 6, Sayı 1, 35 - 52, 15.01.2020
https://doi.org/10.21891/jeseh.670049

Öz

Kaynakça

  • Akkuyu Nuclear Power Plant (2019, October 11) Retrieved from http://www.akkunpp.com/bilgilendirme-merkezi-2.
  • Aydın, S., Haşıloğlu, M. A., & Kunduracı. A. (2016). Fen bilimleri öğretmenlerinin ders dışı etkinlikleri kullanmada öz-yeterlik algılarının farklı değişkenler açısından incelenmesi [Investigation of self-efficacy perceptions of science teachers in using extracurricular activities in terms of different variables] Uluslararası Eğitim Bilim ve Teknoloji Dergisi, 2(2), 94-103.
  • Ateş, H., & Saraçoğlu, M. (2013). Fen bilgisi öğretmen adaylarının gözünden nükleer enerji [Nuclear energy through the eyes of prospective science teachers]. Journal of Kırsehir Education Faculty, 14(3), 175-193.
  • Bozdoğan, A. E., & Yalçın, N. (2006). The effects of science centers on the change of science interest levels of primary education students and on their academic success: Energy Park. Ege University Journal Of Education Faculty, 7 (2), 95-114.
  • Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out‐of‐school learning. International Journal of Science Education, 28 (12), 1373-1388.
  • Cansız, N., & Cansız, M. (2015). Views and knowledge of preservice science teachers about nuclear power plants. International Journal On New Trends İn Education And Their Implications, 6(2), 216-224.
  • Cohen, J. (1988). Statistical Power Analysis For The Behavioral Sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Creswell, J. W., & Plano-Clark, V. L. (2007). Karma yöntem araştırmaları: tasarımı ve yürütülmesi [Mixed method research: design and execution] (Çev: A. Delice). Ankara. Anı Yayıncılık.
  • Çavuş, R., Topsakal, Ü. U., & Kaplan, A. Ö. (2013). Teachers views’ on awareness of environmental acquiring in ınformal learning environments: the sample of Kocaeli Science houses. Pegem Journal Of Education and Instruction, 3 (1), 15-26.
  • Çelikler, D. & Kara, F. (2011). İlköğretim matematik ve sosyal bilgiler öğretmen adaylarının yenilenebilir enerji konusundaki farkındalıkları [Awareness of elementary mathematics and social science prospective teachers about renewable energy]. 2nd International Conference on New Trends İn Education and Their Implications (ICONTE), 530- 539.
  • Ertaş, H., Şen, A. İ., & Parmaksızoğlu, A. (2011). The effects of out-of school scientific activities on 9th grade students’ relating the unit of energy to daily life. Necatibey Faculty of Education Electronic Journal Of Science And Mathematics Education, 5(2), 178-198.
  • Eş, H., Mercan, S. I., & Ayas, C. (2016). Türkiye için yeni bir sosyo-bilimsel tartışma: nükleer ile yaşam[A new socio-scientific debate for Turkey: living with a nuclear]. Turkish Journal of Education, 5 (2), 47-59.
  • Güneş, T., Alat, K. & Gözüm, A. İ. C. (2013). Fen öğretmeni adaylarına yönelik yenilenebilir enerji kaynakları tutum ölçeği: geçerlilik ve güvenirlik çalışması [Renewable energy sources attitude scale for science teachers: validity and reliability study]. Eğitim Bilimleri Araştırmaları Dergisi- Journal of Educational Sciences Research, 3 (2), 269-289. Kaptan, F. (1999). Fen bilgisi öğretimi [Science teaching]. Ankara: MEB Yayınları.
  • Kaya, İ. S. (2012). Nükleer enerji dünyasında çevre ve insan [Environment and human in nuclear energy world] Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (24), 71-90.
  • Kubota, Y. (2012). Facing a crisis with calmness? The global response to the Fukushima nuclear disaster. Japanese Journal of Political Science, 13 (3), 441-466.
  • Külekçi, Ö. C. (2009). Yenilenebilir enerji kaynakları arasında jeotermal enerjinin yeri ve Türkiye açısından önemi [Geothermal energy from renewable energy sources on site and the importance of Turkey]. Ankara Üniversitesi Çevre Bilimleri Dergisi, 1 (2), 83-91.
  • Lee, L. S., & Yang, H. C. (2013). Technology teachers’ attitudes toward nuclear energy and their implications for technology education. Paper presented at the Pupils’ Attitude towards Technology (PATT). Technology Education for the Future: A Play on Sustainability Conference, New Zealand.
  • Liarakou, G., Gavrilakis, C. & Flouri, E. (2009). Secondary school teachers’ knowledge and attitudes towards renewable energy sources. J Sci Educ Technol 18, 120–129. doi:10.1007/s10956-008-9137-z.
  • MoNE (MEB) (2018). Talim Terbiye Başkanlığı, Fen bilimleri dersi öğretim programı [Science course curriculum], Ankara.
  • News About Akkuyu Nuclear Power Plant in Turkey (2019, October 11). Retrieved from http://www.hurriyet.com.tr/haberleri/akkuyu.
  • Miles, M. B. & Huberman, M. (1994). Qualitative data analysis: an expanded sourcebook (2nd Eddition). Thousand Oaks, CA: Sage.
  • Ozturk, N. & Bozkurt Altan, E. (2019). Examining science teachers’ decisions about nuclear power plants from the perspective of normative decision theory. Journal of Education in Science, Environment and Health (JESEH), 5(2), 192-208. DOI:10.21891/jeseh.581739.
  • Özdemir, N., & Çobanoğlu, O. E. (2008). Türkiye’de nükleer santrallerin kurulması ve nükleer enerji kullanımı konuSolar daki öğretmen adaylarının tutumları [Prospective teachers’ attitudes towards the use of nuclear energy and the construction of nuclear plants in Turkey]. Hacettepe University Journal of Education, 3 4(34), 218-232.
  • Özdemir, O. (2010). Doğa deneyimine dayalı çevre eğitiminin ilköğretim öğrencilerinin çevrelerine yönelik algı ve davranışlarına etkisi [The effect of environmental education based on nature experience on the perception and behavior of primary school students towards their environment]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27 (27), 125-138.
  • Solar Park House (2019, October 11). Retrieved from https://www.enerjibes.com/turkiyede-ilk-defa-gunes-park-enerji-kompleksi/
  • Sontay, G., Tutar, M., & Karamustafaoğlu, O. (2016). Okul dışı öğrenme ortamları ile fen öğretimi hakkında öğrenci görüşleri: planetaryum gezisi [student views about “science teaching with outdoor learning environments”: planetarium tour]. Journal of Research in Informal Environments, 1 (1), 1-24.
  • Türkmen, H. (2015). İlkokul öğretmenlerin sınıf dışı ortamlardaki fen öğretimine bakış açıları [Primary teachers point of view about science teaching in outdoor learning environments]. Journal Of European Education, 5 (2), 47-55.
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • YÖK (2019, October 15). Topluma hizmet uygulamaları dersi yönergesi [Community service practices instruction].Retrieved from http://www.education.ankara.edu.tr/wp-content/uploads/sites/85/2018/01/Topluma_hizmet_uygulamalari_dersi_yonergesi.doc.
  • 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.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Articles
Yazarlar

Ümit İZGİ ONBAŞILI> (Sorumlu Yazar)
MERSIN UNIVERSITY
0000-0002-7655-3037
Türkiye

Yayımlanma Tarihi 15 Ocak 2020
Yayınlandığı Sayı Yıl 2020, Cilt 6, Sayı 1

Kaynak Göster

APA İzgi Onbaşılı, Ü. (2020). Investigation of the Effects of Out-of-School Learning Environments on the Attitudes and Opinions of Prospective Classroom Teachers about Renewable Energy Sources . Journal of Education in Science Environment and Health , 6 (1) , 35-52 . DOI: 10.21891/jeseh.670049