KaydedilenlerDerginizi ekleyin

Dergiler / Journal of Turkish Science Education / 2021 / Cilt: 18 - Sayı: 4

Assessing Energy Literacy of Iranian Ninth-Grade Students

Samira BAHRAMI
Yawar MOHAMMADI
Sayfa
707–731
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Parents' education level was an effective factor in students’ level of knowledge in energy.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The extent to which people understand the role of energy in everyday life is called energy literacy.
📊
Temel Bulgular & Veri:The purpose of this study is to investigate the levels of energy literacy among 393 Iranian 9th-grade students using the ‘Energy Literacy Questionnaire’(ELQ) and study the effective factors on their energy literacy.
💡
Sonuç & Katkı:Parents' education level was an effective factor in students’ level of knowledge in energy.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

The extent to which people understand the role of energy in everyday life is called energy literacy. The purpose of this study is to investigate the levels of energy literacy among 393 Iranian 9th-grade students using the ‘Energy Literacy Questionnaire’(ELQ) and study the effective factors on their energy literacy. The Mann-Whitney U test, Spearman productmoment correlation, and Z test were used to analyze the data. The results showed that the level of energy knowledge of students is discouragingly low, but students were aware of energy-saving behaviours and they had relatively good attitudes and values towards the energy issues. Gender, school location, and the level of parent’s education were the effective factors in the level of energy literacy of students. Male students were better than female students in the behaviour part and rural students had more positive attitudes and values than urban students. Parents' education level was an effective factor in students’ level of knowledge in energy.

🔖

Bu Makaleye Atıf Yap

BAHRAMI, S., MOHAMMADI, Y. (2022). Assessing Energy Literacy of Iranian Ninth-Grade Students. Journal of Turkish Science Education, Cilt: 18 - Sayı: 4, 707–731. https://ajindex.com/articles/568465

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (11)

  1. Akitsu, Y., Ishihara, K. N., Okumura, H., & Yamasue, E. (2017). Investigating Energy Literacy and Its Structural Model for Lower Secondary Students in Japan. International Journal of Environmental and Science Education, 12(5), 1067-1095.
  2. Barrow, L. H., & Morrisey, J. T. (1987). Ninth-grade students' attitudes toward energy: A comparison between Maine and New Brunswick. The Journal of Environmental Education, 18(3), 15-21.
  3. Chen, K. L., Liu, S. Y., & Chen, P. H. (2015). Assessing multidimensional energy literacy of secondary students using contextualized assessment. International Journal of Environmental and Science Education, 10(2), 201-218.
  4. DeWaters, J., Qaqish, B., Graham, M., & Powers, S. (2013). Designing an energy literacy questionnaire for middle and high school youth. The Journal of Environmental Education, 44(1), 56-78.
  5. DeWaters, J., & Powers, S. (2013). Establishing measurement criteria for an energy literacy questionnaire. The Journal of Environmental Education, 44(1), 38-55.
  6. DeWaters, J., & Powers, S. (2008, October). Energy literacy among middle and high school youth. In 2008 38th Annual Frontiers in Education Conference (pp. T2F-6). IEEE. DeWaters, J. E., & Powers, S. E. (2011). Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior. Energy policy, 39(3), 1699-1710.
  7. Gambro, J. S., & Switzky, H. N. (1999). Variables associated with American high school students' knowledge of environmental issues related to energy and pollution. The Journal of Environmental Education, 30(2), 15-22. Gołębiowska, B. (2020). Energy literacy in Poland. Ekonomia i Środowisko-Economics and Environment, 73(2), 23-23.
  8. Hanson, R. (1993). Long-Term Effects of the Energy Source Education Program. Studies in Educational Evaluation, 19(4), 363-81.
  9. Johnson, B., & Christensen, L. (2000). Educational research: Quantitative and qualitative approaches. Allyn & Bacon. Lay, Y. F., Khoo, C. H., Treagust, D., & Chandrasegaran, A. (2013). Assessing secondary school students' understanding of the relevance of energy in their daily lives. International Journal of Environmental and Science Education, 8(1), 199-215.
  10. Lee, L. S., Chang, L. T., Lai, C. C., Guu, Y. H., & Lin, K. Y. (2017). Energy literacy of vocational students in Taiwan. Environmental Education Research, 23(6), 855-873.
  11. Lowan-Trudeau, G., & Fowler, T. A. (2021). Towards a theory of critical energy literacy: The Youth Strike for Climate, renewable energy and beyond. Australi