Enhancing energy literacy in children using zn/cu/potato batteries

Polikovsky, Mark; Sharon, Avigdor; Golberg, Alexander

doi:10.12688/f1000research.13228.1

“…An informed and energy-conscious public is more likely to participate in decision-making processes. Furthermore, it will be better trained to make careful and responsible decisions, choices and actions related to energy (Polikovsky et al, 2018). The students of the study, in terms of energy management practices and their knowledge of basic energy and resource issues, ranging from "moderate to satisfactory sustainable management and behaviour", if we can give a formal gradation in the concept of sustainability, general issues that need cognitive reinforcement and empowerment (Chen et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Investigation of Energy Literacy, Practices of Saving and Rational Use of Electricity in Students of Fifth Grade of Primary Schools

Poimenidis¹,

Papavasileiou²

2021

IJAEDU- International E-Journal of Advances in Education

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The use of energy is one of the most important anthropogenic environmental issues of our century, as from its production, disposal and use there are many negative effects on the biotic and abiotic elements of the ecosphere. Reducing the environmental impact of the use of matter and energy is a key educational issue. Students are the future adult citizens, who will make decisions for themselves and their fellow human beings. For these key reasons, Primary Education plays an important role in raising environmental awareness and shaping the behaviours of critical children, who need to be oriented towards a sustainable future through their energy literacy, in the context of sustainability education. The purpose of this study is to capture and highlight the basic knowledge, perceptions and daily practical functions of children in the use of direct-visible or otherwise functional energy, which is perceived in children relatively easily, directly and quickly and then their correlation of the findings on the effectiveness of children's taught energy literacy in their school education. The sample of the study consisted of 132 students of 5th grade of 3 Primary Schools in the city of Rhodes. The data collection was done using a structured and anonymous questionnaire and the questions were mainly closed type. Issues of anonymity and ethics were observed. Data were analyzed using the statistical program SPSS 25. The results of the study reveal lack of knowledge and misunderstandings in matters of forms and sources of energy, in the view of oil by several children wrongly as a Renewable Energy Source, in the knowledge of the unit of measurement of electricity, in the type of main energy sources in Greece and Solar energy as a form applied in Greece, a country with more than 300 days of sunshine per year. The concepts of energy efficiency and climate change also indicate the need for retraining, while carbon dioxide emissions are wrongly linked to the use of solar energy. Regarding the individual practices of energy austerity, saving and rational use of energy, they seem to be at a fairly satisfactory level compared to knowledge. In particular, children state that they reduce electricity as they turn off most electrical appliances after use, they turn off the lights in places they do not use while the use of energy-saving lamps seems to prevail. In cases where heating is needed due to cold weather, children state that they prefer to wear more clothes than to increase the heating degrees of the thermostat, while, when ventilating the premises, they turn off the heating (or cooling) sources, contributing significantly to the energy and environmental economy. Undoubtedly, there is still, albeit to a limited extent, the possibility of further improving them for a small number of students. The results briefly show significant misunderstandings in matters of knowledge and deficient energy behaviour regarding the use and reduction of energy by a small number of children. The need arises for the retraining of children in an active exp...

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“…The higher purpose is to balance the quality of life and the quality of the environment, with non-formal training in improving environmental literacy. 58 Filho 59 explains that the perspective of life is the basis for moral formation and has a very complicated relationship with EA, environmental knowledge, and human behaviour. Simultaneously, our study holistically analyses the profile of students' EA by considering policies, plans, and environmentally sustainable programs.…”

Section: Discussionmentioning

confidence: 99%

Analysing students’ environmental awareness profile using strategic environmental assessment

Khoiri

¹

,

Sunarno

²

,

Sajidan

³

et al. 2021

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Background: Environmental awareness (EA) is a part of character education ignored by most students. This indifference tends to affect other students’ by not only in protecting and preserving the current environment but also in preventing and repairing the damage that occurs in the environment. This research analyses students' EA profile, based on the findings of LISREL 8.8 Confirmatory Factor Analysis. Methods: Research subjects included 131 students from Senior High School State 1 Selomerto Wonosobo, Central Java Province, Indonesia. Based on the Slovin formula, the number of samples is representative of the total population (N: 185; error tolerance: 0.05). Data were collected through non-test questionnaires and observation of Strategic Environmental Awareness (SEA). Quantitative descriptive data analysis on EA indicators (Care, Curiosity, Critical, Dependability, Responsibility, and Local Wisdom). Results: The EA profile of high school students was categorised sufficiently. This revealed the following results: a) the SEA instrument is effective in identifying students’ awareness about current environmental issues and meets model fit criteria (P-value 0.25>0.05; RMSEA 0.095; NFI 0.67); b) the SEA instrument is valid and reliable in accurately determining students’ EA profile; c) although the Responsibility profile was significant (t >1.96), other variables did not meet this significance criteria (EA 1a: ‘Care towards environmental damage’ under the Care profile; EA 3b: ‘Contributing towards preserving the environment’ under the Critical profile; and EA 6b: ‘Aware of local potentials’ under the Local Wisdom profile); d) evaluation of the expected changes in SEA is modified through an ethnoscience approach and the socioscientific issues strategy. Conclusions: Students’ lack of awareness of the environment and understanding of their regional potential fails to contribute towards creating a sustainable environment. Profile analysis in exploring attitudes, values, and ethics towards the environment are important, as it helps recognize students’ behaviour.

show abstract

“…The higher purpose is to balance the quality of life and the quality of the environment, with non-formal training in improving environmental literacy. 58 …”

Section: Discussionmentioning

confidence: 99%

Analysing students’ environmental awareness profile using strategic environmental assessment

Khoiri¹,

Sunarno²,

Sajidan³

et al. 2021

F1000Res

8

0

View full text Add to dashboard Cite

Background: Environmental awareness (EA) is a part of character education ignored by most students. This indifference tends to affect other students’ by not only in protecting and preserving the current environment but also in preventing and repairing the damage that occurs in the environment. This research analyses students' EA profile, based on the findings of LISREL 8.8 Confirmatory Factor Analysis. Methods: Research subjects included 131 students from Senior High School State 1 Selomerto Wonosobo, Central Java Province, Indonesia. Based on the Slovin formula, the number of samples is representative of the total population (N: 185; error tolerance: 0.05). Data were collected through non-test questionnaires and observation of Strategic Environmental Awareness (SEA). Quantitative descriptive data analysis on EA indicators (Care, Curiosity, Critical, Dependability, Responsibility, and Local Wisdom). Results: The EA profile of high school students was categorised sufficiently. This revealed the following results: a) the SEA instrument is effective in identifying students’ awareness about current environmental issues and meets model fit criteria (P-value 0.25>0.05; RMSEA 0.095; NFI 0.67); b) the SEA instrument is valid and reliable in accurately determining students’ EA profile; c) although the Responsibility profile was significant (t >1.96), other variables did not meet this significance criteria (EA 1a: ‘Care towards environmental damage’ under the Care profile; EA 3b: ‘Contributing towards preserving the environment’ under the Critical profile; and EA 6b: ‘Aware of local potentials’ under the Local Wisdom profile); d) evaluation of the expected changes in SEA is modified through an ethnoscience approach and the socioscientific issues strategy. Conclusions: Students’ lack of awareness of the environment and understanding of their regional potential fails to contribute towards creating a sustainable environment. Profile analysis in exploring attitudes, values, and ethics towards the environment are important, as it helps recognize students’ behaviour.

show abstract

Enhancing energy literacy in children using zn/cu/potato batteries

Cited by 4 publications

References 27 publications

Investigation of Energy Literacy, Practices of Saving and Rational Use of Electricity in Students of Fifth Grade of Primary Schools

Investigation of Energy Literacy, Practices of Saving and Rational Use of Electricity in Students of Fifth Grade of Primary Schools

Analysing students’ environmental awareness profile using strategic environmental assessment

Analysing students’ environmental awareness profile using strategic environmental assessment

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