The impact of an outdoor education project on middle school students’ perceptions and awareness of the renewable energy

Buldur, Serkan; Bursal, Murat; Erik, Nazan Yalçın; Yücel, Eren

doi:10.1016/j.rser.2020.110364

Cited by 29 publications

(21 citation statements)

References 22 publications

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“…It is essential to note the significance of in-field courses taught to built-up the students' environmental awareness. In particular, the role of mixed research methods and outdoor-nature education projects has developed middle school students' appreciation of renewable energy (Buldur et al, 2020). Education of sustainable environmental orientation has been also proven particularly effective to review and revisit study plans of various engineering disciplines and courses taught to senior students in the state of Jordan (Alawin et al, 2016).…”

Section: Education Attributes Of Renewable Energy Among School Environmentmentioning

confidence: 99%

Investigating the Environmental and the Energy Saving Behavior among School Principals through Classification Algorithms

Ntanos

Kyriakopoulos

Anagnostopoulos

et al. 2022

Int. J. Renew. Energy Dev.

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Buildings are a significant energy consumption point since they account for 40% of the total energy demand and around 1/3 of greenhouse gas emissions. Energy-saving measures applied in the residential sector have led to a reduction in energy consumption during the last decade. On the contrary, such measures have not been widely applied in school buildings, although education is the second-largest energy consumer in the service sector. This paper aims to assess school principals' perceptions concerning energy saving and the environment since they are responsible for promoting energy-saving measures and investments and inspiring students and school personnel towards environmentally friendly behavior. Using survey data from Greek schools, we applied predictive classification models to locate the most critical variables that drive principals' perceptions of energy upgrading and energy-saving actions at school. Results revealed that the positive environmental perceptions of principals, the level of knowledge on Renewable Energy Sources (RES) and the active energy-saving behavior are related to energy-saving actions and energy upgrading in school environment. Furthermore, the creation of more RES oriented courses is related to positive energy-saving behavior and actions. Thus, emphasis should be put on educating and informing the school principals concerning RES technologies and energy-saving options since they are critical players in applying energy-saving measures in school buildings

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Section: Education Attributes Of Renewable Energy Among School Environmentmentioning

confidence: 99%

Investigating the Environmental and the Energy Saving Behavior among School Principals through Classification Algorithms

Ntanos

Kyriakopoulos

Anagnostopoulos

et al. 2022

Int. J. Renew. Energy Dev.

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show abstract

“…The educational function of enterprises using RES is a manifestation of a new model of renewable energy education gaining increasing importance in contrast to the formal education system, which, as concluded by Jennings (2009), is not able to react quickly enough to the current needs related to the development of renewable energy and the formation of a low-carbon society. The research on education to date has pointed to the imperfection of formal education in the area of energy education and the need to promote proactive and utilitarian outdoor coherent education (Buldur et al, 2020;Cole & Malone, 2019;Dias et al, 2021;Wagner, 2016). Equipping society with the right competencies to model attitudes and behaviour in the energy services market is crucial to the future of the global low-carbon economy.…”

Section: Res Entities In Education Processmentioning

confidence: 99%

A new narrative for sustainability: Exploring biogas plants as ‘first movers’ in raising energy awareness

Chodkowska‐Miszczuk

2021

Aust. J. environ. educ.

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It is not only worth talking about the chances of survival in the fight against emerging environmental and socio-economic threats, but it is necessary to use all possible means to influence public awareness. It is awareness that shapes our attitudes and literacy. The core of these tools is cross-sectoral place-based education. This raises the question of the role of new energy actors in the education process. As ‘first movers’, they have enormous power in the local community. Are they therefore merely energy producers, or perhaps, using their position, are they actively involved in creating local energy behaviours? A combination of social research methods including qualitative studies helped respond to this question. As the study shows, an opportunity for effective education is contextualisation, embedding educators in the local social structure and including first movers – energy producers – in this process. Biogas entrepreneurs transpose the knowledge of renewable energy – a globally known issue – to the local level. The provision of comprehensive education requires institutional support focused on building partnerships between policy makers, teachers and practitioners, enabling not only trans-sectoral contact but also the exchange of experience.

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“…Kesadaran ini dapat dibangun melalui pembelajaran di luar ruangan. Berdasarkan kajian terkait proyek pendidikan luar ruangan pada siswa sekolah menengah, dijelaskan bahwa proyek pendidikan alam yang dilakukan di sekolah menengah memiliki dampak meningkatnya kepedulian, persepsi, dan tingkat kesadaran mereka tentang energi terbarukan (Buldur et al, 2020).…”

Section: Pendahuluanunclassified

Adaptasi Pembelajaran Sanggar Anak Alam Yogyakarta Di Masa Pandemi Covid-19

Mabruroh

Gunarhadi

Widyastono

2021

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Pandemi membuat sejumlah institusi pendidikan menutup sekolah guna mencegah penyebaran virus. Secara global, Covid-19 mengubah pembelajaran secara tatap muka menjadi pembelajaran jarak jauh. Pandemi bukan hanya mengubah penyelenggaraan pembelajaran di sektor pendidikan formal, namun juga sektor pendidikan nonformal. Tujuan dari kajian ini yaitu untuk menganalisis bagaimana perubahan dan adaptasi proses belajar sebelum dan selama pandemi Covid-19 di Sanggar Anak Alam Yogyakarta. Proses adaptasi pembelajaran dikaji menggunakan pendekatan narrative inquiry. Data dikumpulkan melalui observasi dan wawancara. Hasil penelitian menunjukkan bahwa ada perubahan proses belajar di Sanggar Anak Alam Yogyakarta, yang sebelumnya kegiatan pembelajarannya diselenggarakan secara langsung di lingkungan luar menjadi kegiatan belajar dari rumah. Proses belajar sebelum pandemi berjalan setiap Senin sampai Jumat dengan proses belajar yang melibatkan proyek riset dengan model pembelajaran experiential learning, sementara di masa pandemi Covid-19 proses belajar mempertahankan proyek riset per semester dengan proses pendampingan yang sedikit berbeda. Experiential learning dan model pembelajaran berbasis proyek tetap dipertahankan sebagai strategi pembelajaran supaya apa yang dipelajari peserta didik relevan dengan kehidupan nyata dan proyek risetnya mampu diaplikasikan untuk memecahkan masalah di kehidupan sehari-hari. Penelitian ini menyarankan Sanggar Anak Alam Yogyakarta mengembangkan dan menggunakan teknologi pada proses pembelajaran agar peserta didik siap menghadapi Revolusi Industri 4.0.

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The impact of an outdoor education project on middle school students’ perceptions and awareness of the renewable energy

Cited by 29 publications

References 22 publications

Investigating the Environmental and the Energy Saving Behavior among School Principals through Classification Algorithms

Investigating the Environmental and the Energy Saving Behavior among School Principals through Classification Algorithms

A new narrative for sustainability: Exploring biogas plants as ‘first movers’ in raising energy awareness

Adaptasi Pembelajaran Sanggar Anak Alam Yogyakarta Di Masa Pandemi Covid-19

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