Factors affecting teaching the concept of renewable energy in technology assisted environments and designing processes in the distance education model

The energy policies of today focus mainly on sustainable energy systems and renewable energy resources. Chemistry is closely related to energy recycling, energy types, renewable energy, and nature-energy interaction; therefore, it is now an obligation to enrich chemistry classes with renewable energy concepts and related awareness. Before creating renewable energy awareness, the factors thought to affect such awareness should be determined. Knowing these factors would facilitate finding out what to take into account in creating renewable energy awareness. In this study, certain factors thought to affect the development of renewable energy awareness were investigated. The awareness was created through a technologyassisted renewable energy module and assessed using a renewable energy assessment tool. The effects of the students’ self-directed learning readiness with Guglielmino (1977), inner-individual orientation, and anxiety orientation on the awareness were examined. These three factors were found to have significant effects on renewable energy, which was developed through technology utilization. In addition, based on the finding that delivering the subject of renewable energy in technology assisted environments is more effective, the criteria that should be taken into consideration in transforming this subject into a design model that is more suitable for distance education were identified.

Renewable energy ,

Renewable energy awareness ,

Module ,

Technologyassisted education ,

Distance education ,

Distance education models ,