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

Abstract

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.

Non-depleting energy in the museum

“…Although Türkiye is geographically rich in renewable energy sources (Yılmaz, 2012), it is prudent to claim that social awareness of these sources has not yet been established. Similarly, the previous research highlights limited national and global awareness of the importance of renewable energy sources and how they are found and utilized (Tortop, 2012;Bilen et al, 2013;Saraç and Bedir, 2014;Çolak et al, 2015;Keramitsoglou et al, 2016;Cebesoy and Karışan, 2017;Çelikler et al, 2017;Cirit, 2017;Eren et al, 2017;Ali et al, 2019;Karaeva et al, 2019;Wojuola and Alant, 2019;Yıldırım et al, 2019;Ilias et al, 2020;Özyurt and Yalman, 2020;Szakaly et al, 2021). Hence, it may be claimed that awareness-raising activities on renewable energy sources should be provided from early childhood to contribute to awareness of renewable energy and protect nature.…”

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

“…YEK'e olan ilgi ve farkındalığın küresel ölçekte olduğu kadar yerel ölçekte de arttırılmasında, çevreye karşı sorumluluk bilinci kazanmış olan bireylerin yetiştirilmesi önem kazanmaktadır. Yapılan çalışmalar, ortaokul öğrencilerinin YEK'e yönelik algıları, bilişsel yapıları ve tutumlarına alanyazında sıklıkla yer verildiğini göstermektedir (Aslan, 2015;Çelikler vd., 2017;Çökelez vd., 2009;Demirbağ, 2019;Elmas, 2018;Okuyucu, 2011;Özyurt & Ercan Yalman, 2020;Şahintürk, 2014;Yıldırım vd., 2019). Bunun yanında yerel olarak ele alındığında YEK'in ortaokul öğrencilerinin görüşleri üzerine yapılan çalışmaların ise sınırlı olduğu görülmüştür.…”

“…The relevant literature is reviewed; there are studies investigating the cognitive structures of middle school students on RES (Özyurt & Ercan Yalman, 2020), perceptions of RES (Çökelez et al, 2009;Yıldırım et al, 2019), attitudes towards RES (Demirbağ, 2019;Elmas, 2018), the effect of renewable energy-oriented teaching on academic success and knowledge (Aslan, 2015;Okuyucu, 2011), and opinions on RES (Çelikler et al, 2017; Şahintürk, 2014). For example, Yıldırım et al (2019) examined students' perceptions of RES and concluded that the examples given about renewable and non-RES are not sufficient.…”

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

“…Dünya nüfusunun artması ve teknolojinin gelişmesine bağlı olarak artan enerji ihtiyacı, eko-verimliliğin bir unsuru olarak yenilenebilir enerji kaynaklarının kullanılması ve veriminin artırılması ile ilgili çalışmaları giderek daha önemli hale getirmektedir. Yaşamsal faaliyetlerin ve ülkelerin gelişmişlik düzeylerinin bir göstergesi olarak enerji konusuna birçok ülkede mevcut öğretim programları içerisinde yer verilmekte, çocukların küçük yaşlardan itibaren enerji kaynakları hakkındaki bilgileri doğru yapılandırmaları amaçlanmakta, bu sayede çevreye duyarlı bireylerin yetiştirilmesine katkı sağlanacağı düşünülmektedir (Özyurt & Yalman, 2020). Sürdürülebilir kalkınma hedefleri yalnızca alanında yapılan araştırmalarla sınırlı olmayıp, aynı zamanda kişilerin sürdürülebilir kalkınmanın temeli olan değerleri ve ilkeleri benimsemesini sağlayacak bir eğitimi de gerektirmektedir (Braun-Wanke, 2017).…”

“…The increase in the world population and the increasing energy needs due to the development of technology make studies on the use of renewable energy sources and increasing their efficiency more and more important. As an indicator of vital activities and the level of development of countries, the subject of energy is included in existing curricula in many countries, it is aimed for children to construct their knowledge about energy resources correctly from an early age, and it is thought that this will contribute to the raising of environmentally sensitive individuals (Özyurt and Yalman, 2020). Today, it is accepted that teaching activities are not limited to classrooms, learning is a personal process and its quality changes depending on social interactions and places (Su, 2019).…”