Renewable energy education framework for prospective physics teachers

Environmental degradation and climate change are global phenomena where actions in one part of the world impact ecosystems and populations across the globe. The environmental and climate crises can be significantly reduced by altering only the conduct of individuals and communities. We may alter our lifestyle and develop enduring environmentally friendly habits, knowledge, skills, attitude, ethics etc. For ensuring such, education can be a great tool. In this regard Environmental Education (EE) and Education for Sustainable Development (ESD) is one defined field of specialization which directly deals with environmental conservation and protection. Also, it is too much important that environmental education should be taught effectively to the students. To impart environmental education, teachers as well as prospective teachers can play a major role in creating environmental consciousness and awareness amongst students. They play a major role in the present scenario for inculcating a positive outlook towards our environment. The present research determines the attitude of the prospective teachers towards the Environment Education i.e., what prospective teachers understand and know about environmental education and to determine whether the different factors like stream, gender, and locale influences the attitude of the prospective teachers towards environmental education. Data was gathered from the sample of 200 prospective teachers studying at different B.Ed. colleges of Jammu district using Attitude Scale towards Environmental education developed and validated by Dr. Anjali Suhane. Analysis was performed using percentage and t-test. Findings revealed that majority of the prospective teachers are aware about the concept of Environmental Education and have a favourable attitude towards environment but still there is a much need and responsibility of all educational institutions to view and promote Environmental Education.

The tourism industry is one of the primary needs for the life of modern society today. Because of these factors, it makes the need for recreation or tourism increases. East Sakerta Tourism Village is one of the leading tourist destinations in the Kuningan Regency. This village has a long history and interesting community culture, but not many people know about it. This study aims to investigate the history of the East Sakerta Village as a popular tourist destination in West Java. The research method used is a qualitative method. This data collection method is carried out using the Focus Group Discussion (FGD) method. Primary data collection was carried out directly and purposive sampling by interviewing key people, namely the village government apparatus, tourism community leaders (kompepar), and the community. FGD method was used to find out about the history, legends, and culture of the East Sakerta Village. The results of FGD findings consist of the religion, the history of the village, the local culture, the historical sites, the myths and legend, and the philosophy of Sakerta Timur Village. The philosophy concept is "Tumaritis" which is a village in the Sundanese and Javanese puppet which has a philosophy of mutual protection, security, and prosperity.

This study aimed to describe the self-regulated learning skills of prospective teachers studying at a public university in Istanbul and reveal their differences in relation to the components of these skills, namely motivation and taking action to learn, planning and goal-setting, strategy use and evaluation, and attachment in learning, as well as other variables, including their major, type of high school completed, age, gender, socioeconomic level and parents’ education level. It was also investigated whether there was a relationship between the participants’ self-regulated learning skills and their major and grade levels. The screening model was used in the research. The sample consisted of students studying at a public university in Istanbul in the 2018-2019 academic year and selected using the simple random sampling method. The participants comprised 926 first-, second-, third- and fourth-grade students attending the departments of computer education and instructional technology, classroom teaching, preschool teaching, mathematics teaching, science teaching, guidance and psychological counseling, Turkish language teaching, social studies teaching, special education, English language teaching, French language teaching, and German language teaching. The Self-Regulatory Learning Skills Scale (SRLSS) and a personal information form were used as the data collection tools. The findings of the research revealed that the prospective teachers had high scores in the subscales of SRLSS and the overall scale. It was concluded that the prospective science teachers had higher scores in planning and goal-setting than the students attending all other programs except for mathematics teaching. Furthermore, the scores of female prospective teachers in all subscales were higher than those of the male participants. Considering the type of high school, the participants that had completed basic high school scored higher in strategy use and evaluation compared to those that had finished other types of high school. When the prospective teachers’ self-regulated learning skills were analyzed according to their parents' education level, no significant difference was found. Keywords: self-regulated learning, prospective teachers, teacher education.

Context-based learning has been a highly preferred approach in science education in recent years. However, it can be seen that context-based learning has been neglected in environmental education. This study provides clues as to how the context-based learning approach is used in environmental education. It also shows that environmental measurement devices can be used in context-based learning in order to educate prospective science teachers. The aim of the study is to investigate the effect of a context-based learning approach, based on environmental measurement devices, on prospective science teachers’ self-efficacy beliefs and their environmental literacy. Fifty-four Turkish prospective science teachers participated in the study. As a result of the research, it has been determined that the context-based learning approach has a positive effect on the environmental education self-efficacy beliefs of prospective science teachers, and their environmental literacies. The qualitative data showed that the prospective science teachers’ knowledge about environmental problems increased. In addition, positive developments were observed with regard to belief in the self-efficacy of the prospective teachers in terms of environmental education. The results suggest that context-based learning, supported by environmental measurement devices, can be effectively utilised as a framework in courses or extracurricular modules for environmental education.

Students’ action competence must be taught and developed, particularly for prospective science teachers, to have a pedagogical perspective as environmental educators. As indicated by publications in respected journals, researchers’ focus and alignment on the issue of action competence are highly expected. This systematic literature review aims to compare the findings of research articles published by Web of Science-indexed journals. The keyword used to find the articles on the Web of Science’s database was “action competence,” which discovered 193 publications. Furthermore, 25 articles met the criteria to be analyzed. Preferred reporting items for systematic reviews and meta-analysis was the inclusion and exclusion model used. In the last three years, research focused on action competence has increased. The research employed several methods, i.e., qualitative, quantitative, mixed-methods, and development research. Jelle Boeve-de Pauw and Wanda Sass were the authors who frequently published research that focused on action competence. The keyword action competence was directly associated with environmental education, sustainable development, education-based learning for sustainable development, and evaluation. The authors who published their research with this focus were from 16 countries, mainly from Europe, i.e., Sweden, Belgium, and Denmark. The continent diversity of authors who contributed articles indicated that the action competence issue had become a global concern. Furthermore, it was found that the number of non-collaborating publications (universities or countries) was higher than those collaborating, even though single authors rarely wrote the articles. The recent trend shows that publications are authored by scientists with various backgrounds such as fields, universities, and even countries. The authors of this paper developed and proposed eight ideas to be reflected by prospective science teachers or science teacher education providers in educating future science teachers concerned about action competence about sustainable development.

A pesquisa teve por objetivo analisar as práticas interdisciplinares em Educação Ambiental (EA) propostas ou implementadas na educação básica, descritas em teses e dissertações brasileiras. A multidimensionalidade presente nas questões ambientais e a importância da abordagem da EA, em todos os níveis escolares, numa perspectiva interdisciplinar, motivou a escolha do tema deste estudo. Buscou-se investigar a seguinte questão central: que concepções de Interdisciplinaridade, Ambiente e EA podem ser depreendidas da análise das pesquisas acadêmicas sobre práticas interdisciplinares em Educação Ambiental na educação básica? De um universo de 2.763 trabalhos, defendidos entre 1981 e 2012 e constantes do Banco de Teses do Projeto EArte, foram localizadas apenas 21 pesquisas relativas a esse objeto de estudo. Os documentos foram lidos, descritos e classificados quanto aos dados institucionais (autor, orientador, ano de defesa, instituição de ensino superior, programa de pós-graduação, unidade federativa, dependência administrativa, grau de titulação acadêmica) e quanto à prática interdisciplinar em Educação Ambiental, conforme os descritores: ano ou série escolar, tipo de escola, disciplinas abrangidas nas práticas, métodos e estratégias de ensino, recursos e materiais didáticos, tipo de integração curricular, referencial teórico-pedagógico, público envolvido e a interação entre ele, nível de integração disciplinar, concepção de ambiente, concepção de EA e sua manifestação curricular. As pesquisas concentraram-se, fortemente, na década de 2000, com dezoito trabalhos. As práticas analisadas, em sua maioria, centraram suas ações nos anos iniciais do ensino fundamental, desenvolvidas a partir de temas geradores ou projetos de ensino. Os materiais didáticos utilizados foram os comumente encontrados nas escolas, de baixo custo, além de atividades externas. As ações pedagógicas vincularam-se às propostas curriculares das escolas e as disciplinas mais envolvidas (sempre em conjunto com outras) foram Geografia e Língua Portuguesa, seguidas de Matemática, Ciências, História e Artes. Os pais e a comunidade assumiram papel cooperativo nas práticas e notou-se uma relação hierárquica quanto à decisão da proposta de trabalho por parte dos professores e pesquisadores para com os alunos; contudo, tanto no aceite da proposta, quanto no desenvolvimento das atividades pedagógicas, observou-se intensa participação dos estudantes. Dezoito práticas foram consideradas como interdisciplinares e três pluridisciplinares. Nas práticas analisadas predominou a concepção de ambiente integrado e de Educação Ambiental numa perspectiva crítica, manifestada como elemento essencial e integrado ao currículo escolar. Conforme a análise das pesquisas revelou, muito embora os professores demonstrassem interesse pela EA e pela prática interdisciplinar, não se encontravam preparados para esse tipo de trabalho, ao que se sugere investimento na formação continuada e revisitação nos cursos de formação inicial de professores.

ABSTRACTThe growing demand for energy in developing societies, coupled with dwindling conventional resources, necessitates the adoption of renewable energy (RE) sources. A comprehensive understanding of these sources and their optimal utilization is crucial. The awareness of the users plays a very important role in the effective utilization of different energy sources. Hence, this study examines the level of RE awareness in Palestine, identifying factors influencing public perception and exploring potential strategies for promoting RE adoption. This awareness depends on different factors related to the users' education level, community type, and type of building. Different factors that affect the willingness and attitude to gain knowledge about RE are presented. In addition, various practices highlighting the increasing level of awareness regarding the adoption of RE sources are investigated. In addition, the status of RE education and its potential impact on engineers have also been discussed. Various individual and institutional efforts are highlighted in the study as strategies to bridge the gap and overcome obstacles to adopting RE sources. Suggestions for better use of these resources have been highlighted. Thereafter, recommendations for effective RE implementation in Palestine are analyzed and conclusions are drawn. The main challenges in integrating RE into Palestine's existing energy grid and system include infrastructure limitations, resources and financial constraints, and political issues. Still, there are possibilities in the form of international collaboration and investment. A flexible and modular RE grid could also address some of these challenges by integrating small‐scale systems that can be scaled up as needed.

Research consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton’s (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers’ beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers’ understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures.

The aim of this study is to investigate the effects of energy resources activities on attitudes and views of prospective classroom teachers about renewable energy resources within the context of out-of school learning environments. In the study, quasi-experimental design without pre-test post-test control group was used. The research was conducted in the spring term of 2017-2018 academic year with an in-depth study plan for a total of 14 weeks with 12 prospective classroom teachers within the scope of Community Service Practices course. Out-of-school learning activities are held in Solar Park House and Akkuyu Nuclear Power Plant Information Center which is Turkey's first nuclear power plant, located in Mersin. In the research, Attitude Scale for Renewable Energy Resources developed by Güneş, Alat and Gözüm (2013) was used. Also, the interview form, which consists of open-ended questions developed by the researcher and the diaries kept by the prospective teachers within the scope of the course were examined by qualitative analysis method. As a result of the research, it was found that there was a significant difference between the pre-test and post-test scores of the prospective classroom teachers regarding the renewable energy resources in favor of the post-test scores.

The aim of this study is to investigate prospective teachers' environmental education self-efficacy in terms of various variables. Survey method was applied in the study, and the data were collected in the 2015-2016 academic year. The study group of the paper consisted of 172 prospective teachers from each grade level who are studying in Social Studies Department, Faculty of Education, Afyon Kocatepe University. The data of the study were collected with the environmental education self-efficacy scale developed by Özdemir, Aydın and Akar-Vural. (2009). The 5-point Likert scale consisted of 15 items and had four sub-dimensions. As a result of the analyses, it was concluded that prospective teachers' self-efficacy perceptions of environmental education were moderate and prospective teachers' self-efficacy perception levels did not show a significant difference according to gender and grade level variables.

This review paper employed a systematic review of literature (SRL) involving review of policy documents, reports and academic literatures to assess the renewable energy policies and development projects implemented by the Economic Community of West African States (ECOWAS), with a focus on their progress, successes, and ongoing challenges. In response to widespread energy poverty and growing climate concerns, ECOWAS introduced regional strategies such as the ECOWAS Renewable Energy Policy (EREP) and the ECOWAS Energy Efficiency Policy (EEEP). These initiatives aim to increase renewable energy penetration, enhance energy efficiency, and support rural electrification across member states. Central to these efforts is the ECOWAS Centre for Renewable Energy and Energy Efficiency (ECREEE), which coordinates technical assistance, investment mobilization, and regional policy alignment. Notable achievements include the proliferation of off-grid solar systems, mini-grid developments, and improved regulatory environments in several countries. Progress is also reflected in greater regional cooperation and the attraction of international development partners and private investors. However, challenges remain significant. Key issues include limited access to financing, inadequate technical expertise, regulatory inconsistencies, and infrastructural deficits. Political instability in certain regions and over-dependence on external funding further hinder sustainable progress. The study concludes that while ECOWAS has made important advances in renewable energy development, long-term success will depend on stronger institutional frameworks, local capacity building, and increased domestic investment. A coordinated, inclusive approach is essential to ensure energy access and sustainability in West Africa.

As the concept of integrated resource planning has spread among states and utilities, a reexamination of the role of renewable energy sources in the utility resource mix is taking place. This report documents the findings of a study of state regulatory commissions undertaken to: (1) help assess the state of knowledge and awareness about renewable energy resources and technologies; (2) assess the impacts of state policies on renewable energy development; and (3) identify important information needs. The key findings from this effort are: Renewable energy development has occurred only slowly over the last decade, and a small number of states account for the bulk of development. The development that has occurred has been limited to non-utility entities. Directed state policies have been a key driver in renewable energy development. Those states not currently addressing renewables may need more data and information before they proceed with directed policies. Other important observations are: The cost of renewables is an overriding concern. Regulators distinguish between emerging'' and established'' renewable energy technologies. Specific data are lacking on state-level renewable energy development. Detailed renewable resource assessments have yet to be performed in many states. This report identifies renewable energy information needs of state regulators. However, a number of concerns are also identified that must be addressed before renewables will receive serious attention in many of those states with limited renewables experience. Finally, the report catalogs a wide variety of policies that have been utilized in the states to promote greater development of renewable energy.

An analysis of the development of the world's energy sector was carried out, focusing on the rapid development of renewable energy. It is shown that the main source of financing for renewable energy in the world is borrowed funds and in much less extent private capital, which is invested in generation facilities with a capacity of up to 1 MW. In the process of quantitative analysis and comparison, the fact of significant development of renewable energy in Ukraine is reflected, which in terms of capacity deployment rates is not inferior to the world average. As in the whole world, in Ukraine the main role in the development of renewable energy is played by solar and wind energy. Ukraine is one of the few countries in the world that actively encourages the development of renewable energy through the mechanism of the feed-in tariff, with its gradual reduction as renewable energy develops. Special attention is drawn to the development of solar energy among households in Ukraine, which only in the last few years has exceeded the indicators of the installed nominal capacity of similar indicators of bioenergy and small hydropower of legal entities. Goal. Conduct a comparative analysis of the attracting investment funds in the development of renewable energy in Ukraine and the world. Determine the main factors that have the direct impact on the increase of installed capacities of renewable energy in Ukraine. Methodology of problem analysis. The methodology which is used in this scientific work is the comparison of the levelized cost of energy production of solar and wind energy (levelised cost of energy - LCOE) and the real value of the feed-in tariff discounted by the inflation rate during the analyzed period of development of renewable energy in Ukraine. A scientific innovation. A study of the impact of the feed-in tariff for solar power plants installed by households in Ukraine and the world average indicator of the levelised cost of energy production by solar power plants on the indicator of the total installed capacity of solar power plants among Ukrainian households was conducted. Research results. The main factor that determines the rapid development of the solar energy among Ukrainian households was determined by the decrease in the present value of energy production, i.e. a decrease in the cost of generating plants. At the same time, the "feed-in tariff" established by the state is only an alternative to investing in domestic state loan bonds and bank deposits. The "feed-in tariff" has no direct effect on the increase of installed capacities of renewable energy in Ukraine. Practical significance. According to the results of the research, it can be said that the optimal way to stimulate the development of renewable energy, in particular solar energy, on the part of the state can be the abolition of the duty on the import of production capacities of renewable energy and the reduction of the tax burden on enterprises engaged in the production and repair of specialized equipment of renewable energy facilities. These actions will make it possible to bring the level of prices for the installation of domestic solar power plants and other renewable energy capacities to the world average, which will accelerate the development of alternative energy in Ukraine. In addition, it is possible to adopt the global experience of lending to individuals and legal entities who have expressed a desire to install alternative energy production facilities

At present, China’s renewable energy development is in a critical period of transformation and upgrading. Developing renewable energy has important practical significance for environmental protection, as well as energy security in China. This paper analyzes the current status of renewable energy development and the problems existing in the development of renewable energy in China. And then, through studying the policies and pricing mechanisms of renewable energy in Germany and the United States, it investigates the successful experience of renewable energy development and its revelation. Finally, on the basis of China's national conditions, this paper proposes feasible suggestions for the optimization and development of China's renewable energy.

A Self medication do often to children such as coughs, cold, flu, and congestion nasal (17,2%), fever (15%), headache (14%), diarrhea and pain in abdomen (9%). The last research showed that only 0.4% of caregivers of children age 4-6 years in Banyumas region do the right way in doing self medication fever in children. The purpose of this study is to determine the effect of conseling the education with CBIA CBIA ( Community Based Interactive Approach ) method and FGD ( Focus Group Discussion ) method to improve the knowledge and the precision of caregiver in effort to cure a fever in children with self medication use a quasi experimental design research method (quasi-experimental design) by using non randomized control group pretest posttest design. The result of this research is a statistically significant difference between before and after treatment using the method of FGD and CBIA with significancy value on FGD groups are 0.000 (p 0.05) and CBIA groups are 1.000 (p >0.05). Comparison of the effectiveness between FGD method and CBIA method significantly different results with significancy value of 0.012 (p 0.05).