An Interdisciplinary Renewable Energy Education: Investigating the Influence of STEM Activities on Perception, Attitude, and Behavior
Abstract
The study aimed to examine the effects of design-based STEM activities developed for renewable energy sources on science teacher candidates' perceptions, attitudes, and behavioral orientations. The one-group pretest-posttest design was used. The participants comprised 40 second-grade teacher candidates studying at a public university, and the study lasted for 14 weeks. The data were collected using a renewable energy perception scale, renewable energy sources attitude scale, sustainable consumption behavior scale, and STEM product-performance observation form. The results demonstrated that design-based STEM activities towards renewable energy sources enhanced teacher candidates' perception, attitude, and behavior toward renewable energy sources. However, there was no statistically significant increase in the unneeded consumption sub-dimension of the sustainable consumption behavior scale and the renewable energy-environment relationship sub-dimension of the renewable energy perception scale.
Full Text:
Download PDFReferences
Adams, A. E., Miller, B. G., Saul, M., & Pegg, J. (2014). Supporting elementary pre-service teachers to teach STEM through place-based teaching and learning experiences. Electronic Journal of Science Education, 18(5), 1-22.
Aguilar, O. M., Waliczek, T. M., & Zajicek, J. M. (2008). Growing environmental stewards: The overall effect of a school gardening program on environmental attitudes and environmental locus of control of different demographic groups of elementary school children. HortTechnology, 18(2), 243-249.
Akaygün, S., & Aslan-Tutak, F. (2016). STEM images revealing STEM conceptions of pre-service chemistry and mathematics teachers. International Journal of Education in Mathematics, Science and Technology, 4(1), 56-71.
Akgündüz, D. (2016). A Research about the placement of the top thousand students placed in STEM fields in Turkey between the years 2000 and 2014. EURASIA Journal of Mathematics, Science and Technology Education, 12(5), 1365-1377.
Amalya, C. P., Artika, W., Safrida, S., Nurmaliah, C., Muhibbuddin, M., & Syukri, M. (2021). Implementation of the Problem Base Learning Model combined with E-STEM Based Student Worksheets on Learning Outcomes and Self Efficacy on Environmental Pollution Materials. Jurnal Penelitian Pendidikan IPA, 7(Special Issue), 37-38.
Ayar, M. C. (2015). First-Hand Experience with Engineering Design and Career Interest in Engineering: An Informal STEM Education Case Study. Educational Sciences: Theory and Practice, 15(6), 1655-1675.
Bilen, K., Özel, M., & Sürücü, A. (2013). Fen bilgisi öğretmen adaylarının yenilenebilir enerjiye yönelik tutumları [Attitudes of pre-service science teachers towards renewable energy]. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 36, 101-112.
Blackley, S., & Sheffield, R. (2016). Appraising the E in STEM Education: Creative alternatives to “Engineering”. International Journal of Innovation in Science and Mathematics Education, 23(3), 1-10.
Bozkurt Altan, E., Yamak, H., & Buluş Kırıkkaya, E. (2016). A proposal of the STEM education for teacher training: Design-based science education. Trakya University Faculty of Education Journal, 6(2), 212-232.
Bozkurt Altan, E., Yamak, H., Buluş Kırıkkaya, E., & Kavak, N. (2018). The effect of design-based learning on pre-service science teachers' decision making skills. Universal Journal of Educational Research, 6(12), 2888-2906.
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and engineering teacher, 70(1), 30-35.
Candan-Helvacı, S. (2021). E→STEM Approach Applications in Environmental Education. In S. Erten (Ed.), Different Perspectives on Environmental Education (pp. 171–202). ISRES Publishing.
Cebesoy, Ü, B., & Karışan, D. (2017). Investigation of Pre-service Science Teachers’ Knowledge, Teaching Efficacy Perceptions and Attitude towards Renewable Energy Sources. YYU Journal Of Education Faculty, 14(1), 1377-1415.
Charleston, L., & Leon, R. (2016). Constructing self-efficacy in STEM graduate education. Journal for Multicultural Education, 10(2), 152-66.
Coffey, J., & Alberts, B. (2013). Improving education standards. Science, 339(6119), 489. DOI: 10.1126/science.1235590
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. NJ: Erlbaum.
Custer, R. L., & Daugherty, J. (2009). The nature and status of STEM professional development: Effective practices for secondary level engineering education.
Çelikler, D., & Kara, F. (2011). İlköğretim matematik ve sosyal bilgiler öğretmen adaylarının yenilenebilir enerji konusundaki farkındalıkları [Awareness of primary school mathematics and social studies teacher candidates about renewable energy]. In 2nd International Conference on New Trends in Education and Their Implications (Vol. 4, pp. 27-29).
Çevik, M. (2018). Impacts of the project-based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students. Pegem Journal of Education and Instruction, 8(2), 281-306. http://dx.doi.org/10.14527/pegegog.2018.012
Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Education and Science, 39(171), 74-85.
Dallı, A. (2019). Madde döngüleri ve çevre sorunları konusunda STEM yaklaşımına dayalı öğretim tasarımı [Instructional design based on stem approach on substance cycles and environmental problems]. Unpublished Master Thesis, Uludağ University, Bursa, Turkey.
Delen, I., & Uzun, S. (2018). Evaluating STEM-based learning environments created by mathematics pre-service teachers. Hacettepe Unıversıty Journal Of Educatıon, 33(3), 617-630.
Dieser, O., & Bogner, F. X. (2016). Young people’s cognitive achievement as fostered by hands-on-centred environmental education. Environmental Education Research, 22(7), 943-957.
Doğan, O., Bulut, Z. A., & Kökalan Çımrın, F. (2015). A scale development study to measure ındıvıduals’ sustaınable consumptıon behavıor. Ataturk University Journal of Economics & Administrative Sciences, 29(4), 659-678.
English, L. D., Hudson, P. B., & Dawes, L. (2012). Engineering design processes in seventh-grade classrooms: bridging the engineering education gap. European Journal of Engineering Education, 37(5), 436-447.
Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
Fraser, J., Gupta, R., Flinner, K., Rank, S., & Ardalan, N. (2013). Engaging young people in 21st century community challenges: Linking environmental education with science, technology, engineering and mathematics. New York: New Knowledge Organization Ltd.
Genç, M. (2019). Determination of Attitudes on Renewable Energy Sources of Pre-Service Teachers. MANAS Journal of Social Studies, 8(1), 829-839. https://doi.org/10.33206/mjss.474079
Gupta, R., LaMarca, N., Rank, S. J., & Flinner, K. (2018). The environment as a pathway to science learning for K-12 learners-A case study of the E-STEM movement. Ecopsychology, 10(4), 228-242.
Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271-279.
Güneş, T., Alat, K., & Gözüm, A. İ. C. (2013). Renewable energy sources attitude scale for science teachers: Validity and reliability study. Journal of Educational Sciences Research, 3(2), 269-289.
Halder, P., Havu-Nuutinen, S., Pietarinen, J., Zyadin, A. & Pelkonen, P. (2014). Subject knowledge and perceptions of bioenergy among school teachers in India: Results from a survey. Resources, 3(4), 599-613.
Hacıoğlu, Y., Yamak, H., & Kavak, N. (2017). The opinions of prospective science teachers regarding STEM education: The engineering design-based science education. Gazi University Journal of Gazi Education Faculty, 37(2), 649-684.
Helvaci, S. C., & Helvaci, I. (2019). An Interdisciplinary Environmental Education Approach: Determining the Effects of E-STEM Activity on Environmental Awareness. Universal Journal of Educational Research, 7(2), 337-346.
Karakaya Cirit, D. (2017). Pre-service Science Teachers’ (PST) Knowledge involving the topic of Renewable Energy Sources. Turkish Journal of Educational Studies, 4(3), 21-43.
Krajcik, J., & Delen, İ. (2017). How to support students in developing usable and lasting knowledge of STEM. International Journal of Education in Mathematics, Science and Technology, 5(1), 21–28.
Kuvaç, M., & Koç-Sarı, I. (2018). E-STEM STEM öğretmenleri için çevre konularına yönelik ortaokul etkinlik kitabı [E-STEM Middle school activity book on environmental issues for STEM teachers]. Ankara: An Publishing.
Liarakou, G., Gavrilakis, C., & Flouri, E. (2009). Secondary school teachers’ knowledge and attitudes towards renewable energy sources. Journal of Science Education and Technology, 18(2), 120-129.
Marulcu, İ., & Höbek, K. M. (2014). Teaching alternate energy sources to 8th grades students by engineering design method. Middle Eastern & African Journal of Educational Research (MAJER), 9, 41-58.
McDonald, C. V. (2016). STEM Education: A Review of the Contribution of the Disciplines of Science, Technology, Engineering and Mathematics. Science Education International, 27(4), 530-569.
Ministry of National Education [MoNE] (2017). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) [Science lesson curriculum (Primary and secondary school 3, 4, 5, 6, 7 and 8th grades)]. Retrieved August 11, 2021, from http://ttkb.meb.gov.tr
Ministry of National Education [MoNE] (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) [Science lesson curriculum (Primary and secondary school 3, 4, 5, 6, 7 and 8th grades)]. Retrieved August 11, 2021, from http://ttkb.meb.gov.t/www/guncellenen-ogretimprogramlari/icerik/151
Moore, T. J., Stohlmann, M. S., Wang, H.-H., Tank, K. M., Glancy, A. W., & Roehrig, G. H. (2014). Implementation and integration of engineering in K–12 STEM education. In, S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in pre-college settings: Research into practice (pp. 35–60). West Lafayette, IN: Purdue University Press.
National Research Council [NRC]. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
National Research Council [NRC]. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington: The National Academies Press.
National Wildlife Federation [NWF]. (2015). Green STEM: How environment based education boosts student engagement and academic achievement in science, technology, engineering and math. Reston, VA: National Wildlife Federation.
North American Association for Environmental Education [NAAEE]. (2013). Engaging young people in 21st century community challenges: Linking environmental education with STEM. Retrieved August 13, 2021, from https://cdn.naaee.org/ sites/default/files/eepro/resource/files/estem_report_0.pdf
Özmen, H., & Karamustafaoğlu, O. (2006). Environmental consciousness and education relationship: Determination of how environment-based concepts are placed in Turkish science curricula. Asia-Pacific Forum on Science Learning and Teaching, 7(2), 1-17.
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Patton, M. Q. (1990). Qualitative evaluation and research methods. Beverly Hills, CA: Sage Publications.
Ríordáin, M. N., Johnston, J., & Walshe, G. (2016). Making mathematics and science integration happen: key aspects of practice. International journal of mathematical education in science and technology, 47(2), 233-255.
Ross, J., Beazley, L., & Collin, S. (2011). Productive partnerships: Advancing STEM education in Western Australian schools The Science Committee of the Western Australian Technology and Industry Advisory Council (TIAC). Perth, Australia. Retrieved from http://www.tiac.wa.gov.au/files/tiac-current-publications/science-education-committee-first-research-report.aspx
Sanders, M. (2009). STEM, STEM education, STEM mania. Technology Teacher, 68(4), 20–26.
Saraç, E., & Bedir, H. (2014). Primary School Teachers Related To Perceptions Of Renewable Energy Sources On The Qualitative Research. The Journal of Defence and War Studies, 24(1), 19-45.
Şahin, A., Ayar, M. C., & Adiguzel, T. (2014). STEM Related After-School Program Activities and Associated Outcomes on Student Learning. Educational Sciences: Theory and Practice, 14(1), 309-322.
Uysal, E,. & Cebesoy, Ü.B. (2020). Investigating the effectiveness of design-based STEM activities on pre-service science teachers’ science process skills attitudes and knowledge. SDU International Journal of Educational Studies, 7(1), 60-81. DOI: 10.33710/sduijes.614799
Vedder‐Weiss, D., & Fortus, D. (2012). Adolescents' declining motivation to learn science: A follow‐up study. Journal of Research in Science Teaching, 49(9), 1057-1095.
Yakut İpekoğlu, H., Üçgül, İ., & Yakut, G. (2014). Renewable Energy Perception Scale: Reliability and Validity. Journal of YEKARUM, 2(3), 20-26.
Yenice, N., & Alpak Tunç, G. (2018). An analysis of pre-service science teachers’ attitude towards renewable energy sources and their awareness towards environmental problems. Journal of Uludag University Faculty of Education, 31(1), 207-222.
Zyadin, A., Puhakka, A., Ahponen, P., & Pelkonen, P. (2014). Secondary school teachers' knowledge, perceptions, and attitudes toward renewable energy in Jordan. Renewable Energy, 62, 341-348.
DOI: https://doi.org/10.17509/jsl.v5i2.41864
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Emrah Hiğde
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia