Παράγοντες που επιδρούν στην πρόθεση του εκπαιδευτικού να επιλέγει σχολικά προγράμματα με θέμα τις Ανανεώσιμες Πηγές Ενέργειας
Δημοσιευμένα:
Jun 11, 2019
Λέξεις-κλειδιά:
Ανανεώσιμες Πηγές Ενέργειας Πρόθεση εκπαιδευτικού Θεωρία Προσχεδιασμένης Συμπεριφοράς
Περίληψη
Η παρούσα μελέτη έχει ως στόχο τη διερεύνηση των παραγόντων που επιδρούν στην πρόθεση του εκπαιδευτικού να επιλέγει διδακτικές θεματικές σχετικές με τις Ανανεώσιμες Πηγές Ενέργειας (ΑΠΕ). Τετρακόσιοι πενήντα τέσσερις (454) εκπαιδευτικοί της δευτεροβάθμιας εκπαίδευσης από τα Δωδεκάνησα απάντησαν σε ερωτηματολόγιο που δομήθηκε με βάση τη θεωρία της Προσχεδιασμένης Συμπεριφοράς (Ajzen, 2002). Τα δεδομένα αναλύθηκαν με πολλαπλή γραμμική παλινδρόμηση προκειμένου να εξεταστεί ποιοι παράγοντες επιδρούν στην πρόθεση του εκπαιδευτικού να διδάσκει θεματικές για τις ΑΠΕ. Το μοντέλο βρέθηκε να είναι στατιστικά σημαντικό (p < .001), ενώ το 62,8% της διακύμανσης της πρόθεσης διδασκαλίας εξηγήθηκε από τις μεταβλητές του μοντέλου. Οι στάσεις του εκπαιδευτικού απέναντι στις ΑΠΕ βρέθηκε να είναι ο πιο ισχυρός παράγοντας πρόβλεψης της πρόθεσης διδασκαλίας, ενώ ακολουθούν οι αντιλήψεις του για το κατά πόσο θεωρεί τον εαυτό του ικανό να διδάξει τη συγκεκριμένη θεματική και για το ποιες είναι οι στάσεις της τοπικής κοινότητας απέναντι στις ΑΠΕ.
Λεπτομέρειες άρθρου
- Πώς να δημιουργήσετε Αναφορές
-
Κωνσταντινίδη Ν. Π., & Λιαράκου Γ. (2019). Παράγοντες που επιδρούν στην πρόθεση του εκπαιδευτικού να επιλέγει σχολικά προγράμματα με θέμα τις Ανανεώσιμες Πηγές Ενέργειας. Περιβαλλοντική Εκπαίδευση για την Αειφορία, 1(1), 1–13. https://doi.org/10.12681/ees.16846
- Ενότητα
- Articles
Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού 4.0.
Οι συγγραφείς διατηρούν τα πνευματικά δικαιώματα και παρέχουν στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης μαζί με την αδειοδότηση της εργασίας με CC-BY-NC-SA, που επιτρέπει σε άλλους να μοιράζονται αυτή την εργασία με αναγνώριση του συγγραφικού δικαιώματος και την αρχική δημοσίευση σε αυτό το περιοδικό.Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211.
Ajzen, I. (2002). Constructing a TpB Questionnaire: Conceptual and Methodological Considerations. (Revised January, 2006). Ανακτήθηκε από http://www.uni-bielefeld.de/ikg/zick/ajzen%20construction%20a%20tpb%20questionnaire.pdf.
Ajzen, I. (2003). Theory of Planned Behavior. Ανακτήθηκε από http://www-unix.oit.umass.edu/%7Eaizen/
Alemayehu, B., Menkir, S., Basha, G. & Nigatu, L. (2014). Students' and Teachers' Knowledge, Attitudes and Perceptions towards Bioenergy Resources. MIER Journal of Educational Studies, Trends & Practices, 4(2), 183-194.
Balkar, B. (2015). The Relationships between organizational climate, innovative behavior and job performance of teachers. International Online Journal of Educational Sciences, 7(2), 81-92. https://doi.org/10.15345/iojes.2015.02.007
Barry, J., Ellis, G. & Robinson, C. (2008). Cool Rationalities and Hot Air: A Rhetorical Approach to Understanding Debates on Renewable Energy. Global Environmental Politics, 8(2), 67-98. https://doi.org/10.1162/glep.2008.8.2.67
Batel, S. & Devine-Wright, P. (2015). Towards a better understanding of people’s responses to renewable energy technologies: insights from social representations theory. Public Understanding of Science, 24(3), 311–325. https://doi.org/10.1177/0963662513514165
Burmeister, M. & Eilks, I. (2013). Using participatory action research to develop a course module on Education for Sustainable Development in pre-service chemistry teacher education. CEPS Journal, 3(1), 59-78.
Cook, R. D. & Weisberg, S. (1982). Residuals and influence in regression. New York: Chapman and Hall.
Cotton, M. & Devine-Wright, P. (2010). NIMBYism and community consultation in electricity transmission network planning. In P. Devine-Wright (Ed.), Renewable energy and the public: From NIMBY to participation (pp. 115-130). London: Earthscan from Routledge.
Deci, E. L., Vallerand, R. J., Pelletier, L. G. & Ryan, R. M. (1991). Motivation in education: The self-determination perspective. The Educational Psychologist, 26(3-4), 325-346. https://doi.org/10.1207/s15326985ep2603&4_6
Devine-Wright, P. (2011). Place attachment and public acceptance of renewable energy: a tidal energy case study. Journal of Environmental Psychology, 31(4), 336-343. https://doi.org/10.1016/j.jenvp.2011.07.001
Durbin, J. & Watson, G.S. (1950). Testing for serial correlation in least squares regression, I. Biometrika, 37(3-4), 409-428. https://doi.org/10.1093/biomet/37.3-4.409
ΕΠΕΓΑ (2009). Στρατηγική Μελέτη για την εξοικονόμηση ενέργειας, την προώθηση των Ανανεώσιμων Πηγών Ενέργειας και τη μείωση των εκπομπών στα νησιά του Αιγαίου. Δίκτυο ΔΑΦΝΗ. Ανακτήθηκε από http://aegean-energy.gr/gr/ape/stratigiki-meleti.php
Fishbein, M. & Ajzen, I. (1975). Belief, attitude, intention, and behavior. Reading, MA: Addison-Wesley.
Grace, M. & Sharp, J. (2000). Exploring the actual and potential rhetoric-reality gaps in environmental education and their implications for pre-service teacher training. Environmental Education Research, 6(4), 331–345. https://doi.org/10.1080/713664698
Gruenewald, D. A. (2016). Foundations of place: a multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619–54. https://doi.org/10.3102/00028312040003619
Guven, G., & Sulun, Y. (2017). Pre-service teachers' knowledge and awareness about renewable energy. Renewable and Sustainable Energy Reviews, 80(C), 663-668. https://doi.org/10.1016/j.rser.2017.05.286
Hasiloglou, A. M. (2017). The examining of prospective teachers views about renewable and non-renewable energy sources: A case study of Turkey. Educational Research and Reviews, 9(13), 411-416. https://doi.org/10.5897/ERR2013.1698
Hauser-Cram, P., Sirin, S. & Stipek, D. (2003). When teachers’ and parents’ values differ: Teachers’ ratings of academic competence in children from low-income families. Journal of Educational Psychology, 95(4), 813-820. https://doi.org/10.1037/0022-0663.95.4.813
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916. https://doi.org/10.1016/j.tate.2005.06.003}
Lee, A. N., & Nie, Y. (2017). Teachers’ perceptions of school leaders’ empowering behaviors and psychological empowerment: Evidence from a Singapore sample. Educational Management Administration & Leadership, 45(2), 260 – 283. https://doi.org/10.1177/1741143215578448
Lee, J., Cerreto, F. A. & Lee, J. (2010). Theory of planned behavior and teachers' decisions regarding use of educational technology. Educational Technology & Society, 13(1), 152–164. https://www.researchgate.net/publication/220374412
Leptokaridou, E.T., Vlachopoulos, S.P., & Papaioannou, A. G. (2016). Experimental longitudinal test of the influence of autonomy-supportive teaching on motivation for participation in elementary school physical education. educational psychology, 36(7), 1135-1156. https://doi.org/10.1080/01443410.2014.950195
Li, H., Guo S., Cui, L., Yan, J., Liu, J. & Wang, B. (2015). Review of renewable energy industry in Beijing: Development status, obstacles and proposals. Renewable and Sustainable Energy Reviews, 43, 711–725. https://doi.org/10.1016/j.rser.2014.11.074}
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. https://doi.org/10.1007/s10956-008-9137-z
MacFarlane, K.. & Woolfson, L., M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46-52. https://doi.org/10.1016/j.tate.2012.08.006
Martin J., & Hodges-Kulinna, P. (2004). Self-Efficacy theory and the theory of planned behavior: teaching physically active physical education classes. Research Quarterly for Exercise and Sport, 75(3), 288-297. https://doi.org/ 10.1080/02701367.2004.10609161}
Moula M. E., Maula J., Hamdy, M., Fang, T., Jung, N. & Lahdelma, R. (2013). Researching social acceptability of renewable energy technologies in Finland. International Journal of Sustainable Built Environment, 2(1), 89–98. https://doi.org/10.1016/j.ijsbe.2013.10.001
O’Brennan, L. M., Bradshaw, C. P. & Furlong, M. J. (2014). Influence of classroom and school climate on teacher perceptions of student problem behavior. School Mental Health, 6(2) 125–136. https://doi.org/10.1007/s12310-014-9118-8
Oikonomou, E. K., Kilias, V., Goumas, A., Rigopoulos, A., Karakatsani, E., Damasiotis, M., Papastefanakis, D. & Marini, N. (2009). Renewable energy sources (RES) projects and their barriers on a regional scale: The case study of wind parks in the Dodecanese islands, Greece. Energy Policy, 37(11), 4874–4883.
Rubie-Davies, C. M., Flint, A. & McDonald, L. (2012). Teacher beliefs, teacher characteristics and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82(2), 270 – 288. https://doi.org/ 10.1111/j.2044-8279.2011.02025.x
Sadik, F. & Sadik, S. (2014). A study on environmental knowledge and attitudes of teacher candidates. Social and Behavioral Sciences, 116(21), 2379-2385. https://doi.org/10.1016/j.sbspro.2014.01.577
Salleh, S. & Albion, P. (2004). Using the theory of planned behavior to predict Bruneian teachers' intentions to use ICT in teaching. In proceedings of the 15th International Conference of the Society for Information Technology & Teacher Education (SITE 2004), 1-6 Mar, Atlanta, Georgia, USA (pp. 1389-1396). Association for the Advancement of Computing in Education (AACE)
Salleh, S. & Laxman, K. (2015). Examining the effect of external factors and context-dependent beliefs of teachers in the use of ict in teaching: using an elaborated theory of planned behavior. Journal of Educational Technology Systems, 43(3) 289–319. https://doi.org/10.1177/0047239515570578
Seraphin, K. D., Philippoff, J. & Parisky, A., Degnan K. & Papini Warren, D. (2013). Teaching energy science as inquiry: reflections on professional development as a tool to build inquiry teaching skills for middle and high school teachers. Journal of Science Education and Technology, 22(3), 235–251. https://doi.org/10.1007/s10956-012-9389-5
Sharifah-Norhaidah, S. (2006). Exploring environmental behaviours, attitudes and knowledge among university students: positioning the concept of sustainable development within Malaysian education. Journal of Science and Mathematics Education in Southeast Asia, 29(1), 79-97.
Skaalvik, E. M. & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education. An International Journal of Research and Studies, 25(3), 518–524. https://doi.org/10.1016/j.tate.2008.12.006
Skaalvik, E. M. & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education: An International Journal of Research and Studies, 27(6), 1029-1038. https://doi.org/10.1016/j.tate.2011.04.001
Skelton, A. (2012). Value conflicts in higher education teaching. Teaching in higher education, 17(3), 257–268. https://doi.org/10.1080/13562517.2011.611875
Spiropoulou, D., Antonakaki, T., Kontaxaki, S. & Bouras, S. (2007). Primary teachers’ literacy and attitudes on education for sustainable development. Journal of Science Education and Technology, 16(5), 443–450. https://doi.org/10.1007/sl0956-007-9061-7
Stanec, A. (2009). The theory of planned behavior: predicting teachers’ intentions and behavior during fitness testing. Journal of Teaching Physical Education, 28(3), 255-271. https://doi.org/10.1123/jtpe.28.3.255
Sun, L., Yung, E. H. K., Chan, E. H. W. & Zhu, D. (2016). Issues of NIMBY conflict management from the perspective of stakeholders: A case study in Shanghai. Habitat International, 53, 133–141. https://doi.org/10.1016/j.habitatint.2015.11.013
Teo, T., Zhou, M. & Noyes, J. (2016). Teachers and technology: development of an extended theory of planned behavior. Educational Technology Research and Development, 64(6), 1033–1052. https://doi.org/10.1007/s11423-016-9446-5
Tortop, H. S. (2013). Teaching techniques and activities for the education of the gifted young scientist: meaningful field trip in education of the renewable energy technologies. Journal for the Education of the Young Scientist and Giftedness, 1(1), 8-15.
Tsigilis, N., Tsioumis, K. & Gregoriadis, A. (2006). Prospective early childhood educators' attitudes toward teaching multicultural classes: a planned behavior theory perspective. Journal of Early Childhood Teacher Education, 27(3), 265-273. https://doi.org/10.1080/10901020600843624
UNESCO (2005). General Assembly, Agenda items 46 and 120. 60/1. Ανακτήθηκε από: https://www.un.org/en/development/desa/population/migration/generalassembly/docs/globalcompact/A_RES_60_1.pdf
Woodhouse, J. & Knapp, C. E. (2013). Place-Based Curriculum and Instruction. ERIC Clearinghouse on Rural Education and Small Schools. Ανακτήθηκε από http://www.ericdigests.org/2001–3/place.htm.
Zyadin, A., Puhakka, A., Ahponen, P. & Pelkonen, P. (2014). Secondary school teachers’ knowledge, perceptions, and attitudes toward renewable energy in Jordan. Renewable Energy, 62(C), 341-348. https://doi.org/ 10.1016/j.renene.2013.07.033}
