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Development of Students’ Perception Instrument of New and Renew able Energy (PINRE)

100%
Sulaeman N. F., Kumano Y.
The New Educational Review
|
2019
|
vol. 56
66-77
EN
In line with the alteration from fossil toward new and renewable energy sources, students’ perception about new and renewable energy become critical and an instrument to measure their perception is needed. This article reports the development process of Students Perception Instrument of New and Renewable Energy (PINRE) through three development phases. After scales, subscales and items were designed, the review by experts and practitioners was done to fulfil and validate the content. A trial process was conducted with 229 students from 8 schools (grades 9 and 12) in three cities involved. Statistical and additional qualitative data suggest that the PINRE is a valid and reliable instrument. Therefore, PINRE provides an alternative of a useful instrument for educators and researchers who will measure students’ perceptions about new and renewable energy.
2

Non-Formal Energy Education in the Context of Sustainability: Perspective of Latvian Educators

88%
Jonāne L., Salītis A.
Journal of Teacher Education for Sustainability
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2009
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vol. 11
|
issue 1
65-74
EN
Energy as one of the main concepts of sustainable development currently challenges the society in general and education in particular. The paper reflects on study that is a part of EU COMENIUS project. It explores the situation in Latvia with energy topic in non-formal education in the context of education for sustainable development. The teachers and out-of-school experts' views on non-formal energy education are identified using the constructed tools in relation to: 1) teaching materials; 2) readiness to teach energy education, and 3) out-of-school places for this topic. Structured interview and survey were conducted with 20 experts of out-of-school places and 50 teachers. Both qualitative and quantitative data analysis methods were applied. Different conceptual approaches, the best practice examples, challenges and needs, and the main chances for improvement and development in the field were inferred from the data. The recommendations could be useful both locally and globally for education policymakers, teacher training institutions, administrators for improving connections between formal and non-formal education, pre-service, and in-service teacher training.
3

Inspiring Teachers for Energy Education: An Illustrative Case Study in the Latvian Context

75%
Pipere A., Grabovska R., Jonāne L.
Journal of Teacher Education for Sustainability
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2010
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vol. 12
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issue 1
37-50
EN
Energy education has become a priority in light of the aims and tasks of the second half of UNESCO Decade of Education for Sustainable Development. This paper focuses on the case of inspiring teachers for energy education in the Latvian context, implemented within the COMENIUS project Inspire School Education by Non-formal Learning. The structure and content aspects of the in-service teacher training course are provided after the introduction to the theme. The methodological approach used in this study is integration of illustrative case study with the elements of programme implementation and programme effects case study. The data were collected by survey, focus group and questionnaire to obtain the teachers' feedback on the training course, its materials and to receive the teachers' self-evaluation on the implementation of the lesson units at their schools. It was concluded that the course had been very successful both from the point of view of the teachers and the course leaders. The described case study could serve as an example for those who would be interested in the design and implementation of similar courses in other contexts and circumstances.
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