Energy, Environment, and Education Relationship, in Developing Countries’ Policies: A Case Study for Turkey

Keser, Ömer Faruk

doi:10.1080/00908310390142181

Cited by 28 publications

(9 citation statements)

References 10 publications

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“…The use of new technologies in RES in economic and domestic practice requires efforts to educate qualified personnel [8][9][10][11][12][13][14]. Overcoming the socio-cultural, mental and institutional barriers that hinder the popularization and use of renewable energy technologies can only occur if potential end-users, policy makers, and other stakeholders are "energy-aware".…”

Section: Introductionmentioning

confidence: 99%

Energy Conservation Behaviors and Awareness of Polish, Czech and Ukrainian Students: A Case Study

et al. 2021

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Energy education of the younger generation, who are the future decision makers, investors, consumers, scientists, or skilled labor force in new energy technologies, is crucial for the future of Europe and the world. However, beyond the long-term goals of energy education policies, the short-term effects on energy conservation and the promotion of renewable energy sources are equally as important. The main purpose of the paper is to identify and analyze the behavior of students (who study the issues related to energy saving and RES), in terms of energy conservation. The conducted analysis focused on examining and comparing the scope of responses of the surveyed students in individual countries, especially in the Czech Republic, Poland, and Ukraine. The survey was carried out using the computer-assisted web interview (CAWI). Descriptive and graphical methods were used to present the results. Statistical analysis of the collected data included basic measures of descriptive statistics and the chi-square test. The main results of the study are as follows: Almost 60% of the surveyed students follow the principles of energy conservation; however increased educational activities on eco-energy behaviors is recommended. The share of RES in the heating systems of the studied residential buildings is 9%, on average, with the highest percentage of houses in Poland (14%) and the lowest in Ukraine (only 2.6%). When compared with literature reports, the collect data show that educational activities can be as effective as a tool in implementing RES and pro-environmental behaviors as the government’s environmental policy and household subsidies.

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Section: Introductionmentioning

confidence: 99%

Energy Conservation Behaviors and Awareness of Polish, Czech and Ukrainian Students: A Case Study

et al. 2021

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“…Yaşamsal açıdan büyük önem taşıyan enerji konusu, birçok ülkede mevcut öğretim programları içerisinde yer almaktadır (Rizaki ve Kokkotas, 2013). Hatta son 20 yıl içerisinde birçok ülkede enerji eğitimi yeni bir disiplin olarak ortaya çıkmıştır (Keser, Özmen ve Akdeniz, 2003). Bu nedenle geleceğin belirleyicisi olan çocukların ilköğretimden itibaren yenilenebilir enerji kaynaklarını zihinlerinde doğru yapılandırmaları ve konuyla ilgili doğru bilgi edinmeleri önem arz etmektedir (Benzer, Karadeniz Bayrak, Dilek Eren ve Gürdal, 2014;Liarakou, Gavrilakis ve Flouri, 2009).…”

Section: Introductionunclassified

Yenilenebilir Enerji Konusunda Bilişsel Yapının Kelime İlişkilendirme Testi İle Belirlenmesi: Mersin İli Örneği

Özyurt¹,

Yalman

2020

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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This study aimed to examine 6 th graders' cognitive structures in regards to renewable energy. This research was designed with cross-sectional survey model. Word association test on renewable energy was used as a data collection tool for 366 6 th graders in Mersin. The concepts of "renewable energy, solar energy, hydroelectric energy, geothermal energy, biomass energy and wind energy" were selected from the curriculum and used as keywords in the word association test. When the associations made by keywords were examined quantitatively, it was found that students made more associations with sun and wind concepts. It can be argued that fewer associations were made with keywords such as hydroelectric, geothermal and biomass. Both the quantity and the quality of the relationships between the keywords were revealed in the process of creating the concept network. The results showed that students had difficulty in associating the key concepts of "biomass" and "hydroelectricity" with renewable energy. In addition, it was concluded that students had a low level of knowledge about the concept of "biomass energy" and that the concept could not be associated with other concepts. This result is thought to be related to the insufficient number of acquisitions and class hours in the science education curriculum. In this context it is recommended to increase the number of acquisitions and the time allocated to for these acquisitions so that student knowledge about renewable energy sources can be improved.

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“…According to McLaughline (2008), reducing the deterioration of the environment around the globe necessitates a change in the technology-related and social behaviors of students. In institutions that raise teachers, curricula should be planned in such a way that they include courses and topics on renewable and sustainable energy (Marker, 1991;Keser, Özmen & Akdeniz, 2003). In a research, it is remarked the less educated people who have lacks of knowledge about renewable energy are an obstacle for using these sources (Muresan et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The knowledge and opinions of prospective elementary school science teachers in Turkey regarding renewable energy

Kara

2020

International Journal of Social Sciences and Education Research

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In this research, it is aimed to determine the knowledge and opinions regarding renewable energy of 64 prospective teachers. The study data were collected by using a questionnaire consisting of 12 open-ended questions, and analyzed using the descriptive analysis method. The study results showed that the prospective teachers were generally of the opinion that renewable energy sources are mainly used by developed countries. In addition, most of the prospective teachers thought that media organs, and scientific meetings and schools should be utilized as platforms for increasing social awareness on renewable energy sources. However, it was also determined that the number of prospective teachers who learned about renewable energy sources from their parents was considerably limited.

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Energy, Environment, and Education Relationship, in Developing Countries’ Policies: A Case Study for Turkey

Cited by 28 publications

References 10 publications

Energy Conservation Behaviors and Awareness of Polish, Czech and Ukrainian Students: A Case Study

Energy Conservation Behaviors and Awareness of Polish, Czech and Ukrainian Students: A Case Study

Yenilenebilir Enerji Konusunda Bilişsel Yapının Kelime İlişkilendirme Testi İle Belirlenmesi: Mersin İli Örneği

The knowledge and opinions of prospective elementary school science teachers in Turkey regarding renewable energy

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