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INVESTIGATION OF ENERGY LITERACY, PRACTICES OF SAVING AND RATIONAL USE OF ELECTRICITY IN STUDENTS OF FIFTH GRADE OF PRIMARY SCHOOLS

Yıl 2021, Cilt 7, Sayı 20, 81 - 89, 05.09.2021
https://doi.org/10.18768/ijaedu.961211

Öz

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 experiential way through well-designed Education and Sustainability Education programs, as the development of ecological awareness is an important educational goal for the formation of energetically literate students.

Kaynakça

  • Akitsu, Y., Ishihara, N. K., Okumura, H. & Yamasue, E. (2017). Investigating energy literacy and its structural model for lower secondary students in Japan. International Journal of Environmental & Science Education, 12(5), 1067-1095.
  • Amodu, A. A. (2019). Globalization and Biodiversity: Issues in Environmental Justice. The International Journal of Social Sciences and Humanities Invention, 6(01), 5239-5244.
  • Bloom, Μ. & Quebec Fuentes, S. (2019). Experiential Learning for Enhancing Environmental Literacy Regarding Energy: A Professional Development Program for Inservice Science Teachers. Journal of Mathematics, Science and Technology Education, 15(6), em1699, ISSN:1305-8223 (online).
  • Boogen, N., Cattaneo, C., Filippini, M. & Obrist, A. (2018). Report on the impact of energy literacy on the level of energy efficiency. PENNY - Psychological, Social and Financial Barriers to Energy Efficiency Project, NO 723791.
  • Brounen, D., Kok, N. & Quigley, M. J. (2013). Energy literacy, awareness and conservation behavior of residential households. Energy Economics, 38, 42-50.
  • Chen, K. L., Liu, S. Y. & Chen, P. H. (2013). Devising a framework for energy education in Taiwan using the analytic hierarchy process. Energy Policy, 55, 396-403.
  • 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.
  • Cohen, L., Manion, L. & Morrison, K. R. B. (2011). Research methods in education. Oxon, UK: Routledge.
  • Cotton. R. E. D, Miller, W., Winter, J., Bailey, J. & Sterling, S. (2015)."Developing students’ energy literacy in higher education". International Journal of Sustainability in Higher Education, 16(4), 456-473.
  • Cruz, J. P. (2017). Students’ Environmental Awareness and Practices: Basis for Development of Advocacy Program. International Journal for Educational Studies, 9, 29-40.
  • Environmental Protection Agency (EPA). (2018). What is sustainability? Washington, DC: EPA. Retrieved from https://www.epa.gov/sustainability/learn-aboutsustainability#what
  • European Environment Agency (ΕΕΑ). (2019). Energy. Accessed 8-12-2019 from https://www.eea.europa.eu/el/themes/energy/intro, Last modified 04 Dec 2019.
  • Fell, J. M. & Chiu, F. L. (2014). Children, parents and home energy use: Exploring motivations and limits to energy demand reduction. Energy Policy, 65, 351-358.
  • Grønhøj, A. (2015), Consumer behaviours: Teaching children to save energy. Nature Energy, 1, Article number 16108.
  • Hellenic Ministry of Education, Lifelong Learning and Religions. (2003). A Cross Thematic Curriculum Framework. General Part. issue B, nr 303/13-03-03 and issue B, nr 304/13-03-03. Available at http://www.pischools.gr/programs/depps/index_eng.php
  • Independent Power Transmission Operator. (2019). Monthly Energy Reports – November 2019. Available at https://www.admie.gr/agora/enimerotika-deltia/miniaia-deltia-energeias
  • Ingaldi, M. & Klimecka-Tatar, D. (2020). People’s Attitude to Energy from Hydrogen-From the Point of View of Modern Energy Technologies and Social Responsibility. Energies, 13, 6495.
  • International Energy Security (IES). (2015). International Energy Security: Common Concept for Energy Producing, Consuming and Transit Countries. Energy Charter Secretariat (ECS). ISBN 978-905948-054-4.
  • Karatayev, M. & Clarke, M. L. (2016). A review of current energy systems and green energy potential in Kazakhstan. Renewable. Sustainable Energy Reviews, 55, 491-504.
  • 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.
  • Lee, L. S., Lee, Y. F., Altschuld, J. W., & Pan, Y. J. (2015). Energy literacy: Evaluating knowledge, affect, and behavior of students in Taiwan. Energy Policy, 76, 98-106.
  • Lefkeli, S., Manolas, E., Ioannou, K. & Tsantopoulos, G. (2018). Socio-Cultural Impact of Energy Saving: Studying the Behaviour of Elementary School Students in Greece. Sustainability, 10, 737.
  • Lekka, A. & Kyriazes, N. (2013). Energy and War in the 21st Century. Evolutionary and Institutional Economics Review, 10, 197-215.
  • Lichtenwoehrer, P., Erker, S., Zach, F. & Stoeglehner, G. (2019). Future compatibility of district heating in urban areas—a case study analysis in the context of integrated spatial and energy planning. Energy, Sustainability and Society, 9 (12).
  • Martins, A., Madaleno, M. & Dias, F. M. (2020). Energy literacy: What is out there to know?. Energy Reports, 6(1), 454-459, ISSN 2352-4847.
  • Moriarty, P. & Honnery, D. (2019). Energy Eficiency or Conservation for Mitigating Climate Change? Energies, 12, 3543.
  • NEED. (2018). Intermediate Energy Infobook. The NEED Project. Accessed 18.1.2021 from https://www.need.org/Files/curriculum/infobook/EfficiencyI.pdf
  • Ntona, E., Arabatzis, G. & Kyriakopoulos, G. L. (2015). Energy saving: Views and attitudes of students in secondary education. Renewable and Sustainable Energy Reviews, 46, 1-15.
  • Pao, T-H. & Chen, C-C. (2019). Decoupling strategies: CO2 emissions, energy resources, and economic growth in the Group of Twenty. Journal of Cleaner Production, 206, 907-919. ISSN 0959-6526.
  • Papavasileiou, V. (2015). Sustainable Development and Education: A multidimensional relationship. Athens: Diadrasi. (in Greek)
  • Papavasileiou, V., Nikolaou, E., Xanthacou, Y. Papadomarkakis, I., Matzanos, D. & Kaila, M. (2017). Student preschool teachers' views about the pedagogical context of sustainable kindergarten. Proceedings of INTCESS 2017 4th International Conference on Education and Social Sciences. Istanbul, Turkey, 6-8 February, 2017.
  • Papavasileiou, V., Nikolaou, E., Xanthacou, Y., Xanthis, A., Matzanos, D. & Kaila, M. (2018). Organization - pedagogical use of the spaces in the sustainable kindergarten: views of preschool education graduate students. IJAEDU- International E-Journal of Advances in Education, Vol. IV, Issue 12, 245-250, http://ijaedu.ocerintjournals.org /download/article-file/615354
  • Pereira, C.G. (2015). Environmental issues and international relations, a new global (dis)order - the role of International Relations in promoting a concerted international system. Revista Brasileira de Política Internacional, On-line version, ISSN 1983-3121.
  • Platis, M. I. & Romanowicz, J. (2020). Integrating Energy Saving Awareness into Student Engagement-Based Teaching and Learning Process. Sustainability, 12(22), 9626.
  • Polikovsky, M., Sharon, A. & Golberg, A. (2018). Enhancing energy literacy in children using zn/cu/potato batteries. F1000Research, 7(24).
  • Provornaya, I. V., Filimonova, I. V., Eder, L. V., Nemov, V. Y. & Zemnukhova, E. A.(2020). Formation of energy policy in Europe, taking into account trends in the global market. Energy Reports, 6, 599-603.
  • Rosidin, U. & Suyatna, A. (2017). Teachers and Students Knowledge about Global Warming: a Study in Smoke Disaster Area of Indonesia. International Journal of Environmental & Science Education, 12(4), 777-785.
  • Tang. S., Wang, Z., Yang, G. & Tang, W. (2020). What Are the Implications of Globalization on Sustainability?-A Comprehensive Study. Sustainability, 12, 3411.
  • Tong, T., Ortiz, J., Xu, C. & Li, F. (2020). Economic growth, energy consumption, and carbon dioxide emissions in the E7 countries: a bootstrap ARDL bound test. Sustainability and Society, 10, 20.
  • U.S. Department of Energy. (2019). Energy Literacy: Essential Principles for Energy Education. Office of Energy Efficiency & Renewable Energy. Accessed 8-12-209 from https://www.energy.gov/eere/education/energy-literacy-essential-principles-energy-education
  • UNECE. (2019). Mapping of Existing Energy Efficiency Standards and Technologies in Buildings in the UNECE Region. United Nations Economic Commission for Europe. Geneva. Retrieved 18.1.2021 from https://unece.org/fileadmin/DAM/energy/se/pdfs/geee/study/Final_Master_file_-_March_11_final_submission.pdf
  • van der Horst, D., Harrison, C., Staddon, S. & Wood, G. (2016). Improving energy literacy through student-ledfieldwork – at home. Journal of Geography in Higher Education, 40(1), 67-76.
  • Yamaguchi, Y., Soki, N. & Yoshiyuki, S. (2012). Per Capita Energy Consumption for Living, Work, Transport and Other Activities in Cities in the Keihanshin Metropolitan Region, Japan. International Journal of Sustainable Building Technology and Urban Development, 3(1), 68-76.
  • Yeh, S-C, Huang, J-Y & Yu, H-C. (2017). Analysis of Energy Literacy and Misconceptions of Junior High Students in Taiwan. Sustainability, 9, 423.

Yıl 2021, Cilt 7, Sayı 20, 81 - 89, 05.09.2021
https://doi.org/10.18768/ijaedu.961211

Öz

Kaynakça

  • Akitsu, Y., Ishihara, N. K., Okumura, H. & Yamasue, E. (2017). Investigating energy literacy and its structural model for lower secondary students in Japan. International Journal of Environmental & Science Education, 12(5), 1067-1095.
  • Amodu, A. A. (2019). Globalization and Biodiversity: Issues in Environmental Justice. The International Journal of Social Sciences and Humanities Invention, 6(01), 5239-5244.
  • Bloom, Μ. & Quebec Fuentes, S. (2019). Experiential Learning for Enhancing Environmental Literacy Regarding Energy: A Professional Development Program for Inservice Science Teachers. Journal of Mathematics, Science and Technology Education, 15(6), em1699, ISSN:1305-8223 (online).
  • Boogen, N., Cattaneo, C., Filippini, M. & Obrist, A. (2018). Report on the impact of energy literacy on the level of energy efficiency. PENNY - Psychological, Social and Financial Barriers to Energy Efficiency Project, NO 723791.
  • Brounen, D., Kok, N. & Quigley, M. J. (2013). Energy literacy, awareness and conservation behavior of residential households. Energy Economics, 38, 42-50.
  • Chen, K. L., Liu, S. Y. & Chen, P. H. (2013). Devising a framework for energy education in Taiwan using the analytic hierarchy process. Energy Policy, 55, 396-403.
  • 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.
  • Cohen, L., Manion, L. & Morrison, K. R. B. (2011). Research methods in education. Oxon, UK: Routledge.
  • Cotton. R. E. D, Miller, W., Winter, J., Bailey, J. & Sterling, S. (2015)."Developing students’ energy literacy in higher education". International Journal of Sustainability in Higher Education, 16(4), 456-473.
  • Cruz, J. P. (2017). Students’ Environmental Awareness and Practices: Basis for Development of Advocacy Program. International Journal for Educational Studies, 9, 29-40.
  • Environmental Protection Agency (EPA). (2018). What is sustainability? Washington, DC: EPA. Retrieved from https://www.epa.gov/sustainability/learn-aboutsustainability#what
  • European Environment Agency (ΕΕΑ). (2019). Energy. Accessed 8-12-2019 from https://www.eea.europa.eu/el/themes/energy/intro, Last modified 04 Dec 2019.
  • Fell, J. M. & Chiu, F. L. (2014). Children, parents and home energy use: Exploring motivations and limits to energy demand reduction. Energy Policy, 65, 351-358.
  • Grønhøj, A. (2015), Consumer behaviours: Teaching children to save energy. Nature Energy, 1, Article number 16108.
  • Hellenic Ministry of Education, Lifelong Learning and Religions. (2003). A Cross Thematic Curriculum Framework. General Part. issue B, nr 303/13-03-03 and issue B, nr 304/13-03-03. Available at http://www.pischools.gr/programs/depps/index_eng.php
  • Independent Power Transmission Operator. (2019). Monthly Energy Reports – November 2019. Available at https://www.admie.gr/agora/enimerotika-deltia/miniaia-deltia-energeias
  • Ingaldi, M. & Klimecka-Tatar, D. (2020). People’s Attitude to Energy from Hydrogen-From the Point of View of Modern Energy Technologies and Social Responsibility. Energies, 13, 6495.
  • International Energy Security (IES). (2015). International Energy Security: Common Concept for Energy Producing, Consuming and Transit Countries. Energy Charter Secretariat (ECS). ISBN 978-905948-054-4.
  • Karatayev, M. & Clarke, M. L. (2016). A review of current energy systems and green energy potential in Kazakhstan. Renewable. Sustainable Energy Reviews, 55, 491-504.
  • 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.
  • Lee, L. S., Lee, Y. F., Altschuld, J. W., & Pan, Y. J. (2015). Energy literacy: Evaluating knowledge, affect, and behavior of students in Taiwan. Energy Policy, 76, 98-106.
  • Lefkeli, S., Manolas, E., Ioannou, K. & Tsantopoulos, G. (2018). Socio-Cultural Impact of Energy Saving: Studying the Behaviour of Elementary School Students in Greece. Sustainability, 10, 737.
  • Lekka, A. & Kyriazes, N. (2013). Energy and War in the 21st Century. Evolutionary and Institutional Economics Review, 10, 197-215.
  • Lichtenwoehrer, P., Erker, S., Zach, F. & Stoeglehner, G. (2019). Future compatibility of district heating in urban areas—a case study analysis in the context of integrated spatial and energy planning. Energy, Sustainability and Society, 9 (12).
  • Martins, A., Madaleno, M. & Dias, F. M. (2020). Energy literacy: What is out there to know?. Energy Reports, 6(1), 454-459, ISSN 2352-4847.
  • Moriarty, P. & Honnery, D. (2019). Energy Eficiency or Conservation for Mitigating Climate Change? Energies, 12, 3543.
  • NEED. (2018). Intermediate Energy Infobook. The NEED Project. Accessed 18.1.2021 from https://www.need.org/Files/curriculum/infobook/EfficiencyI.pdf
  • Ntona, E., Arabatzis, G. & Kyriakopoulos, G. L. (2015). Energy saving: Views and attitudes of students in secondary education. Renewable and Sustainable Energy Reviews, 46, 1-15.
  • Pao, T-H. & Chen, C-C. (2019). Decoupling strategies: CO2 emissions, energy resources, and economic growth in the Group of Twenty. Journal of Cleaner Production, 206, 907-919. ISSN 0959-6526.
  • Papavasileiou, V. (2015). Sustainable Development and Education: A multidimensional relationship. Athens: Diadrasi. (in Greek)
  • Papavasileiou, V., Nikolaou, E., Xanthacou, Y. Papadomarkakis, I., Matzanos, D. & Kaila, M. (2017). Student preschool teachers' views about the pedagogical context of sustainable kindergarten. Proceedings of INTCESS 2017 4th International Conference on Education and Social Sciences. Istanbul, Turkey, 6-8 February, 2017.
  • Papavasileiou, V., Nikolaou, E., Xanthacou, Y., Xanthis, A., Matzanos, D. & Kaila, M. (2018). Organization - pedagogical use of the spaces in the sustainable kindergarten: views of preschool education graduate students. IJAEDU- International E-Journal of Advances in Education, Vol. IV, Issue 12, 245-250, http://ijaedu.ocerintjournals.org /download/article-file/615354
  • Pereira, C.G. (2015). Environmental issues and international relations, a new global (dis)order - the role of International Relations in promoting a concerted international system. Revista Brasileira de Política Internacional, On-line version, ISSN 1983-3121.
  • Platis, M. I. & Romanowicz, J. (2020). Integrating Energy Saving Awareness into Student Engagement-Based Teaching and Learning Process. Sustainability, 12(22), 9626.
  • Polikovsky, M., Sharon, A. & Golberg, A. (2018). Enhancing energy literacy in children using zn/cu/potato batteries. F1000Research, 7(24).
  • Provornaya, I. V., Filimonova, I. V., Eder, L. V., Nemov, V. Y. & Zemnukhova, E. A.(2020). Formation of energy policy in Europe, taking into account trends in the global market. Energy Reports, 6, 599-603.
  • Rosidin, U. & Suyatna, A. (2017). Teachers and Students Knowledge about Global Warming: a Study in Smoke Disaster Area of Indonesia. International Journal of Environmental & Science Education, 12(4), 777-785.
  • Tang. S., Wang, Z., Yang, G. & Tang, W. (2020). What Are the Implications of Globalization on Sustainability?-A Comprehensive Study. Sustainability, 12, 3411.
  • Tong, T., Ortiz, J., Xu, C. & Li, F. (2020). Economic growth, energy consumption, and carbon dioxide emissions in the E7 countries: a bootstrap ARDL bound test. Sustainability and Society, 10, 20.
  • U.S. Department of Energy. (2019). Energy Literacy: Essential Principles for Energy Education. Office of Energy Efficiency & Renewable Energy. Accessed 8-12-209 from https://www.energy.gov/eere/education/energy-literacy-essential-principles-energy-education
  • UNECE. (2019). Mapping of Existing Energy Efficiency Standards and Technologies in Buildings in the UNECE Region. United Nations Economic Commission for Europe. Geneva. Retrieved 18.1.2021 from https://unece.org/fileadmin/DAM/energy/se/pdfs/geee/study/Final_Master_file_-_March_11_final_submission.pdf
  • van der Horst, D., Harrison, C., Staddon, S. & Wood, G. (2016). Improving energy literacy through student-ledfieldwork – at home. Journal of Geography in Higher Education, 40(1), 67-76.
  • Yamaguchi, Y., Soki, N. & Yoshiyuki, S. (2012). Per Capita Energy Consumption for Living, Work, Transport and Other Activities in Cities in the Keihanshin Metropolitan Region, Japan. International Journal of Sustainable Building Technology and Urban Development, 3(1), 68-76.
  • Yeh, S-C, Huang, J-Y & Yu, H-C. (2017). Analysis of Energy Literacy and Misconceptions of Junior High Students in Taiwan. Sustainability, 9, 423.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Dımıtrıos POIMENIDIS (Sorumlu Yazar)
University of the Aegean
0000-0002-9003-425X
Greece


Vasileios F.PAPAVASİLEİOU
University of the Aegean
Greece

Yayımlanma Tarihi 5 Eylül 2021
Başvuru Tarihi 2 Temmuz 2021
Kabul Tarihi 13 Temmuz 2021
Yayınlandığı Sayı Yıl 2021, Cilt 7, Sayı 20

Kaynak Göster

EndNote %0 International E-Journal of Advances in Education INVESTIGATION OF ENERGY LITERACY, PRACTICES OF SAVING AND RATIONAL USE OF ELECTRICITY IN STUDENTS OF FIFTH GRADE OF PRIMARY SCHOOLS %A Dımıtrıos Poımenıdıs , Vasileios F.papavasileiou %T INVESTIGATION OF ENERGY LITERACY, PRACTICES OF SAVING AND RATIONAL USE OF ELECTRICITY IN STUDENTS OF FIFTH GRADE OF PRIMARY SCHOOLS %D 2021 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 7 %N 20 %R doi: 10.18768/ijaedu.961211 %U 10.18768/ijaedu.961211

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