Public Knowledge, Attitudes, and Behaviors Toward Educational Renewable Energy Sources in Arab Society in Israel

IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sare Asli, Mahmud Diab, Hayat Mara’i, Avi Hofstein, Muhamad Hugerat
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引用次数: 0

Abstract

This research delves into how educational renewable energy (RE) is perceived within Arab society. The research group consists of parents of middle school students who studied renewable energy in the Israeli science teaching curriculum. It posits three hypotheses, two of which were upheld, and one was refuted. The study highlights low-to-moderate levels in the general public’s knowledge, attitudes, and behaviors toward educational RE. Understanding these levels necessitates grasping the social and environmental influences at play. Variances in education priorities and resource accessibility most likely contribute to the observed differences. Although attitudes tend to align with societal values, behaviors exhibit a nuanced interplay of factors. Notably, familiarity with RE and a positive attitude correlate with sustainable behaviors, emphasizing the role of education and awareness. Surprisingly, demographic factors did not significantly affect these relationships, suggesting a shared environmental consciousness. The findings recommend using targeted interventions to enhance knowledge and foster positive attitudes toward RE in Arab society, ultimately promoting sustainable behaviors.

以色列阿拉伯社会公众对教育可再生能源的知识、态度和行为
这项研究深入探讨了教育可再生能源(RE)是如何在阿拉伯社会中被感知的。研究小组由在以色列科学教学课程中学习可再生能源的中学生家长组成。它提出了三个假设,其中两个被支持,一个被反驳。该研究强调了普通公众对教育可再生能源的知识、态度和行为的低至中等水平。了解这些水平需要掌握起作用的社会和环境影响。教育重点和资源可及性的差异最有可能导致观察到的差异。虽然态度倾向于与社会价值观保持一致,但行为表现出各种因素的微妙相互作用。值得注意的是,熟悉可再生能源和积极的态度与可持续行为相关,强调教育和意识的作用。令人惊讶的是,人口因素并没有显著影响这些关系,这表明人们有共同的环境意识。研究结果建议采取有针对性的干预措施,提高阿拉伯社会对可再生能源的认识,培养对可再生能源的积极态度,最终促进可持续行为。
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来源期刊
Science & Education
Science & Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
14.00%
发文量
0
期刊介绍: Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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