İlköğreti̇m Öğrenci̇leri̇ni̇n Enerji̇ Ve Enerji̇ Kaynaklariyla İlgi̇li̇ Bi̇lgi̇ Ve Görüşle

Benzer, Elif

doi:10.9761/jasss2307

Cited by 4 publications

(2 citation statements)

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“…This shows that some participants have difficulty distinguishing between RES and non-RES and that they have misconceptions about the subject or lack information. Studies in the literature show that the examples given by students to RES are insufficient (Benzer et al, 2014;Boz, 2020;Şahintürk, 2014;Yıldırım et al, 2019). In the study conducted by Kılıçaslan et al (2011) on elementary school students, it was observed that the students' perceptions of RES were limited to wind and sun.…”

Section: Discussion Conclusion Recommendationsmentioning

confidence: 99%

The Opinions of Eighth Grade Students on Renewable Energy Sources in their Environment: A Local Perspective

ÖZTÜRK,

TEKİN,

YILDIZ

2023

akef

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Renewable and local energy sources have great importance in meeting the energy needs of individuals. Students’ opinions on renewable energy sources (RES) in the environment they live in are considered important as they will be decision-makers in the future. The current study is aimed at determining the opinions of eighth grade students about RES in their environment. In this research, phenomenology design from the qualitative research method was used. 31 eighth-grade students participated in the study in the 2021-2022 school year from Gaziantep's Nizip district. The participating students were determined by using convenience sampling, which is one of the purposive sampling methods. The research, in which a semi-structured interview form was used, was analyzed according to content analysis. The findings revealed that, according to the participants, the most used renewable energy in their environment is solar energy. The students’ answers about the characteristics of RES showed that they have knowledge about this subject. However, their giving only solar, wind, and hydroelectric energies as examples of RES shows that their opinions on this subject are limited. The students’ answers about the positive effects of RES on the environment showed that their awareness is high. However, it was revealed that the participants did not have enough awareness about this issue when the negative effects of RES were examined. Given both the local and global importance of energy-related issues, it is recommended to discuss the characteristics specific to different regions in future research.

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Section: Discussion Conclusion Recommendationsmentioning

confidence: 99%

The Opinions of Eighth Grade Students on Renewable Energy Sources in their Environment: A Local Perspective

ÖZTÜRK,

TEKİN,

YILDIZ

2023

akef

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“…Thermodynamics is a branch of science which examines energy, energy transformations and was determines that they cannot comprehend the difference between different forms of energy and the source of energy, and that they perceive of energy as light, electricity, the sun, technological applications, a characteristic of living beings, and as a means of making life easier, and that there are deficiencies in their mental constructions of energy, source of energy, the form of energy, transformation of energy, and the transference of energy (Çoban, Aktamış & Ergin, 2007;Kaper, & Goedhart, 2002;Kırtak, 2010;Töman & Çimer, 2012;Yürümezoğlu, Ayaz & Çökelez, 2009). In addition to all these, it was revealed in other studies that energy, conservation of energy, and transformation of energy are among the concepts that should be taught to students in a world where science and technology advances rapidly (Benzer, Bayrak, Eren & Gürdal, 2014;Çoban, Aktamış & Ergin, 2007;Yürümezoğlu, Ayaz & Çökelez, 2009). Taking its cue from this, this study aims to determine the conceptual comprehension of pre-service physics teachers, who have taken thermodynamics course.…”

Section: Introductionmentioning

confidence: 99%

Conceptual Comprehension of Pre-Service Physics Teachers Towards 1st Law of Thermodynamics

Bezen

Bayrak²

2016

J TURK SCI ED

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This research is a qualitative study conducted to determine pre-service physics teachers' conceptual comprehension of the first law of thermodynamics. In this study, which was conducted with the participation of 25 students, case study pattern was used, and a holistic single case pattern was adopted. Five open-ended questions which include drawings and explanations were used as data collection tool. In order to support the obtained findings, semi-constructed interviews were done with 20% of pre-service physics teachers. As a result of the findings obtained from content analysis, it was seen that pre-service teachers represent energy mostly as object with potential energy, electric energy, and vibration energy; and it was seen that they think of the world as an insulated place and thus think that there is confined transformational energy within it. When findings of the study are taken into consideration, it is believed that the first law of thermodynamics should be explained by drawing examples from daily life.

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Eko-Verimlilik Unsurlarının Öğretiminde Okul Dışı Öğrenme Ortamlarının Kullanılması ve Öğrenci Gelişimine Etkileri

AKÇA>

Beşoluk

2022

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Eko-verimlilik, sürdürülebilirliğin çevresel yönetim ve ekonomik gelişim bileşenlerini birlikte barındıran, daha az atık oluşturmayı, daha az enerji ve kaynak kullanımını ifade eden bir kavram olup, yenilenebilir enerji ve atık yönetimi bu kapsamda değerlendirilmektedir. Bu çalışmanın amacı; eko-verimlilik kapsamında yer alan yenilenebilir enerji ve atık yönetimi konularının öğretiminde okul dışı öğrenme ortamlarının kullanılmasının, öğrencilerin yenilenebilir enerji konusundaki farkındalık düzeyi ile yenilenebilir enerji ve atık yönetimi konusundaki kavramsal ve bilişsel gelişimi üzerindeki etkilerini ortaya koymaktır. Çalışmada Türkiye Bilimsel ve Teknolojik Araştırma Kurumu tarafından Bilim-Toplum Projeleri kapsamında 4004 kodlu Doğa Eğitimi ve Bilim Okulları Destek Programı çerçevesinde desteklenen “Kocaeli’de Enerji Hasadı” isimli proje uygulaması ile elde edilen sonuçlar değerlendirilmiştir. Projede gerçekleştirilen eğitim faaliyetleri kapsamında, okul dışı öğrenme ortamlarında bilimsel gezi ve saha çalışmaları, deneysel uygulamalar, sanatsal ve sportif etkinlikler ve tasarım çalışmaları gerçekleştirilmiştir. Çalışmanın değerlendirilmesinde, 2021-2022 Eğitim-Öğretim döneminde 7. sınıfa devam eden 23 katılımcı öğrenciye proje uygulamaları öncesinde ve sonrasında yenilenebilir enerji farkındalık ölçeği, kelime ilişkilendirme testi ve açık uçlu soru formu ön test ve son test olarak uygulanmıştır. Çalışma sonucunda proje uygulamaları ile öğrencilerin yenilenebilir enerji konusundaki farkındalığının istatistiksel olarak anlamlı düzeyde arttığı ve sürdürülebilirlik, yenilenebilir enerji, yenilenemez enerji, ekolojik ayak izi, geri dönüşüm ile ilgili kavramsal ve bilişsel düzeyde gelişmelerine olumlu yönde etki ettiği sonucuna ulaşılmıştır.

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İlköğreti̇m Öğrenci̇leri̇ni̇n Enerji̇ Ve Enerji̇ Kaynaklariyla İlgi̇li̇ Bi̇lgi̇ Ve Görüşle

Cited by 4 publications

References 0 publications

The Opinions of Eighth Grade Students on Renewable Energy Sources in their Environment: A Local Perspective

The Opinions of Eighth Grade Students on Renewable Energy Sources in their Environment: A Local Perspective

Conceptual Comprehension of Pre-Service Physics Teachers Towards 1st Law of Thermodynamics

Eko-Verimlilik Unsurlarının Öğretiminde Okul Dışı Öğrenme Ortamlarının Kullanılması ve Öğrenci Gelişimine Etkileri

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