Greek preservice primary teachers’ perceptions of and attitudes toward bioenergy

Georgios Stylos; Konstantinos Kotsis

doi:10.36681/tused.2023.015

Authors

Georgios Stylos University of Ioannina
Konstantinos T. Kotsis

DOI:

https://doi.org/10.36681/tused.2023.015

Keywords:

bioenergy, attitudes, Perceptions, preservice primary teachers

Abstract

Long-term energy supply constitutes a pressing global issue. As a renewable energy resource, bioenergy can play a significant role in energy sustainability. The present study aimed to investigate the attitudes and perceptions of bioenergy amongst 412 Greek preservice primary teachers utilising a specific tool, the IBPAMS. Results confirmed the factorial validity and reliability of the Greek version of the IBPAMS. It also demonstrated that the energy and bioenergy-related knowledge of preservice teachers is moderate and poor respectively, while critical perceptions are held over the sustainability of forest-based bioenergy production. Overall preservice teacher attitudes toward bioenergy are positive. Statistical analyses showed that gender influenced the responses of the motivational and critical aspects of the IBPAMS-GR. The paper’s findings have important implications for teacher preparation programs.

Downloads

Download data is not yet available.

References

Acar, Ö. (2019). Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey. Journal of Research in Science Teaching, 56(5), 649–675. https://doi.org/10.1002/tea.21517

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. https://doi.org/10.52634/mier/2014/v4/i2/1469

Arabatzis, G., & Malesios, C. (2013). Pro-environmental attitudes of users and non-users of fuelwood in a rural area of Greece. Renewable and Sustainable Energy Reviews, 22, 621–630. https://doi.org/10.1016/j.rser.2013.02.026

Bartlett, M. S. (1950). Tests of significance in factor analysis. British Journal of Psychology, 3(2), 77–85. https://doi.org/10.1111/j.2044-8317.1950.tb00285.x

Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidlines for the process of cross-cultural adaption of self-report measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014

Benishek, L. A., & Lopez, F. G. (2001). Development and initial validation of a measure of academic hardiness. Journal of Career Assessment, 9(4), 333–352. https://doi.org/10.1177/106907270100900402

Charisiou, N.D., & Goula, M.A. (2014). Attitudes of Greek university students towards energy and the environment. Global NEST Journal, 16(5), 856-865. https://doi.org/10.30955/gnj.001527

de Clercq, M., Galand, B., Dupont, S., & Frenay, M. (2013). Achievement among first-year university students: An integrated and contextualised approach. European Journal of Psychology of Education, 28(3), 641–662. https://doi.org/10.1007/s10212-012-0133-6

Delshad, A.B., Raymond L., Sawicki, V., & Wegener, D.T. (2010) Public attitudes toward political and technological options for biofuels. Energy Policy, 38(7), 3414–3425. https://doi.org/10.1016/j.enpol.2010.02.015

DeWaters, J.E., & Powers, S.E. (2011). Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior Energy Policy, 39(3), 1699-1710. https://doi.org/10.1016/j.enpol.2010.12.049

Fasasi, R. A. (2017). Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science. International Journal of Science Education, 39(5), 548–564. https://doi.org/10.1080/09500693.2017.1296599

Giannikopoulos, G., Papastratou, P., Skoura, V., Stathopoulou, X., Taflanidou, M., Tsiflika, D., & Psycharis, G. (2010). PISA 2006 results report for Greece. Institute of Educational Policy.

Hambleton, R. K. (2001). The next generation of the ITC test translation and adaptation guidelines. European Journal of Psychological Assessment, 17(3), 164–172. https://doi.org/10.1027/1015-5759.17.3.164

Han, G., & Martin, R.A. (2018). Teaching and Learning about Biomass Energy: The Significance of Biomass Education in Schools. Sustainability, 10(4), 1-17. https://doi.org/10.3390/su10040996

Halder, P., Pietarinen, J., Havu-Nuutinen, S., & Pelkonen, P. (2010). Young citizens’ knowledge and perceptions of bioenergy and future policy implications. Energy Policy, 38(6), 3058–3066. https://doi.org/10.1016/j.enpol.2010.01.046

Halder, P., Prokop, P., Chang, C.Y., Usak, M., Pietarinen, J., Havu-Nuutinen, S., Pelkonen, P., & Cakir, M. (2012). International Survey on Bioenergy Knowledge, Perceptions, and Attitudes Among Young Citizens. BioEnergy Research, 5, 247–261. https://doi.org/10.1007/s12155-011-9121-y

Halder, P., Pietarinen, J., Havu-Nuutinen, S., Pelkonen, P., Chang, C.Y., Prokop, P., & Usak, M. (2013). Knowledge, Perceptions, and Attitudes as Determinants of Youths’ Intentions to Use Bioenergy—A Cross-National Perspective. International Journal of Green Energy, 10(8), 797-813, https://doi.org/10.1080/15435075.2012.706244

Halder, P. (2014a). Perceptions of energy production from forest biomass among school students in Finland: Directions for the future bioenergy policies. Renewable Energy, 68, 372-377. https://doi.org/10.1016/j.renene.2014.01.051

Halder, P. (2014b). Bioenergy Education and Training for the Youth - Does it Matter for the Sustainability of Bioenergy? International Conference and Utility Exhibition 2014 on Green Energy for Sustainable Development (ICUE 2014). Jomtien Palm Beach Hotel and Resort, Pattaya City, Thailand, 19-21 March. https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=6828972

Halder, P., Havu-Nuutinen, S., Pietarinen, J., Zyadin, A., & Pelkonen, P. (2014c). Subject Knowledge and Perceptions of Bioenergy among School Teachers in India: Results from a Survey. Resources, 3(4), 599-613. https://doi.org/10.3390/resources3040599

Halder, P. (2015). An Overview of Science Teachers’ Knowledge of Bioenergy and the Need for Future Research: A Case from India. In I. Dincer, C.O. Colpan, O. Kizilkan & M.A. Ezan (Eds.), Progress in Clean Energy, Volume 2, Novel Systems and Applications (pp. 59–64). Springer International Publishing Switzerland. https://doi.org/10.1007/978-3-319-17031-2

Halder, P. (2016). Perceptions of a new and emerging renewable energy technology among teachers and learners: A developed and developing country perspective. Proceedings of SBE16 Dubai, 17-19 January 2016, Dubai-UAE.

Halder, P., Pietarinen, J., Havu-Nuutinen, S., Pollanen, S., & Pelkonen, P. (2016). Perceptions of bioenergy: Is there a need to improve them among instructors and young learners? International Journal of Advances in Science. Engineering and Technology (IJASEAT), 4(1), 79-81. http://www.iraj.in/journal/journal_file/journal_pdf/6-215-145372010779-81.pdf

Kaiser, H. F. (1970). A second generation little jiffy. Psychometrica, 35(4), 401–415. https://doi.org/10. 1007/BF02291817

Kamtsios, S., & Karagianopoulou, E. (2013). The development of a questionnaire on academic hardiness for late elementary school children. International Journal of Educational Research, 58, 69–78. https://doi.org/10.1016/j.ijer.2012.12.001

Kapassa, M., Abeliotis, K., & Scoullos, M. (2013). Knowledge, beliefs and attitudes of secondary school students on renewable feedstocks/biomass: the case of Greece. Environment, Development and Sustainability, 15, 101–116. https://doi.org/10.1007/s10668-012-9377-1

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

Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in science. Retrieved from Boston College, TIMSS & PIRLS International Study Center Website http://timssandpirls.bc.edu/timss2015/international-results/

Mitra, M., & Nagchaudhuri, A., & Henry, X.S.D., & Shirvani, C.R. (2015). Bioenergy Academy for Teachers (BEAT) Promotes Multidisciplinary Content in STEM Education Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. DOI: 10.18260/p.23621

Organisation for Economic Co-operation and Development. (2016). PISA 2015 results (volume I): Excellence and equity in education, PISA. OECD Publishing.

Özbaş, S. (2016). The High School Students’ Perceptions and Attitudes Toward Bioenergy. International Journal of Environmental & Science Education, 11(10), 3201-3214. http://www.ijese.net/makale_indir/IJESE_508_article_579af221908c0.pdf

Pett, M., Lackey, N., & Sullivan, J. (2003). Making sense of factor analysis: The use of factor analysis for instrument development in health care research. Sage Publications, Inc.

Qu, M., Ahponen, P., Tahvanainen, L., Gritten, D., Mola-Yudego, B., & Pelkonen, P. (2012). Practices and perceptions on the development of forest bioenergy in China from participants in national forestry training courses. Biomass and Bioenergy, 40, 53-62. https://doi.org/10.1016/j.biombioe.2012.01.050

Raob, I., Oshaibat, H., & Lan, O. (2012). A factor analysis of teacher competency in Technology. New Horizons in Education, 60(1), 13–22. http://www.hkta1934.org.hk/NewHorizon/abstract/2012May/2.pdf

Rather, R.A., Wani, A.W., Mumtaz, S., Padder, S.A., Khan, A.H., Almohana, A.I., Almojil, S.F., Alam, S.S., & Baba, T.R. (2022). Bioenergy: a foundation to environmental sustainability in a changing global climate scenario. Journal of King Saud University-Science, 34(1), 1-12. https://doi.org/10.1016/j.jksus.2021.101734

Savvanidou, E., Zervas, E., & Tsagarakis, K.P. (2010). Public acceptance of biofuels. Energy Policy, 38(7), 3482-3488. https://doi.org/10.1016/j.enpol.2010.02.021

Stevens, J. (1992). Applied multivariate statistics for the social sciences (2nd ed.). Lawrence Erlbaum.

Sofianopoulou, X., Emvalotis, A., Pitsia, P., & Karakolidis, A. (2017). PISA 2015 results report for the students’ achievements evaluation in Greece. Institute of Educational Policy.

Stylos, G., Sargioti, A., Mavridis, D., & Kotsis, K.T. (2021). Validation of the thermal concept evaluation test for Greek university students’ misconceptions of thermal concepts. International Journal of Science Education, 43(2), 247-273, https://doi.org/10.1080/09500693.2020.1865587

Stylos, G., Kamtsios, S., & Kotsis, K.T. (2022). Assessment of Greek pre-service primary teachers’ efficacy beliefs in physics teaching. Journal of Science Teacher Education DOI: 10.1080/1046560X.2021.2023959

Toklu, E. (2017). Biomass energy potential and utilization in Turkey. Renewable Energy, 107, 235-244. https://doi.org/10.1016/j.renene.2017.02.008

Tranter, B. (2011). Political divisions over climate change and environmental issues in Australia. Environmental Politics, 20(1), 78-96. https://doi.org/10.1080/09644016.2011.538167

Van Dael, M., Lizin, S., Swinnen, G., & Van Passel, S. (2017). Young people’s acceptance of bioenergy and the influence of attitude strength on information provision. Renewable Energy, 107, 417-430. https://doi.org/10.1016/j.renene.2017.02.010

Welfle, A., & Alawadhi, A. (2018). Bioenergy opportunities, barriers and challenges in the Arabian Peninsula –Resource modelling, surveys & interviews. Biomass and Bioenergy, 150, 1-11. https://doi.org/10.1016/j.biombioe.2021.106083

Williams, B., Brown, T., & Onsman, A. (2010). Exploratory factor analysis: A five step guide for novices. Australian Journal of Paramedicine, 8(3), 1–12. https://doi.org/10.33151/ajp.8.3.93

Zabaniotou, А., Fytili, D., Lakioti, Е., & Karayannis, V. (2019). Transition to bioenergy: Engineering and technology undergraduate students’ perceptions of and readiness for agricultural waste-based bioenergy in Greece. Global Transitions, 1, 157-170. https://doi.org/10.1016/j.glt.2019.09.001

Zelezny, L. C., Chua, P.-P., & Aldrich, C. (2000). Elaborating on gender differences in environmentalism. Journal of Social Issues, 56(3), 443–457. https://doi.org/10.1111/0022-4537.00177

Zografakis, N., Menegaki, A.N., & Tsagarakis, K.P. (2008). Effective education for energy efficiency. Energy Policy, 36(8), 3226-3232. https://doi.org/10.1016/j.enpol.2008.04.021

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. https://doi.org/10.1016/j.renene.2013.07.033