Otwarty dostęp

Preservice Teachers Learn: How Coal Keeps the Lights on


Zacytuj

Aguirre-Bielschowsky, I., Lawson, R., Stephenson, J., & Todd, S. (2017). Energy literacy and agency of New Zealand children. Environmental Education Research, 23(6), 832–854. Search in Google Scholar

Akitsu, Y., & Ishihara, K. N. (2018). An integrated model approach: Exploring the energy literacy and values of lower secondary students in Japan. International Journal of Educational Methodology, 4(3), 161–186. https://doi.org/10.12973/ijem.4.3.161 Search in Google Scholar

Algurén, B. (2021). How to bring about change – A literature review about education and learning activities for sustainable development. Discourse and Communication for Sustainable Education, 12(1), 5–21. https://doi.org/10.2478/dcse-2021-0002 Search in Google Scholar

Barrow, L. H., & Morrisey, J. T. (2010). Energy literacy of ninth-grade students: A comparison between Maine and New Brunswick. Journal of Environmental Education, 20(2), 22–25. https://doi.org/10.1080/00958964.1989.9943027 Search in Google Scholar

Bodzin, A. (2012). Investigating urban eighth-grade students’ knowledge of energy resources. International Journal of Science Education, 34(8), 1255–1275. https://doi.org/10.1080/09500693.2012.661483 Search in Google Scholar

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, Co: BSCS, 5, 88–98. Search in Google Scholar

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 Search in Google Scholar

Ferron, J. M., & Rendina-Gobioff, G. (2005). Interrupted time series design. In B. Everitt & D. Howell (Eds.), Encyclopedia of behavioral statistics. Wiley & Sons. Search in Google Scholar

Global Energy Monitor (2022, November 25). Global coal plant tracker. https://globalenergymonitor.org/projects/global-coal-plant-tracker Search in Google Scholar

Hamann, S. (2001). Cognitive and neural mechanisms of emotional memory. Trends in Cognitive Sciences, 5(9), 394–400. Search in Google Scholar

Häyrynen, S., Keinonen, T., & Kärkkäinen, S. (2021). Promoting environmental citizenship through local socio-cultural traditions in science education. Discourse and Communication for Sustainable Education, 12(2), 5–30. https://doi.org/10.2478/dcse-2021-0013 Search in Google Scholar

Holfelder, A. (2022). Teaching sustainability: A study of teachers and conceptual tensions. Discourse and Communication for Sustainable Education, 13(1), 77–87. https://doi.org/10.2478/dcse-2022-0007 Search in Google Scholar

Iliško, Dz. (2007). Teachers as agents of societal change. Journal of Teacher Education for Sustainability, 7(1), 14–26. Search in Google Scholar

Johnson-Laird, P. N. (1980). Mental models in cognitive science. Cognitive Science, 4(1), 71–115. https://doi.org/10.1016/S0364-0213(81)80005-5 Search in Google Scholar

Kurlinkus, W., & Kurlinkus, K. (2018). Coal Keeps the Lights On. College English, 81(2), 87–109. Search in Google Scholar

Lee, L. S., Lee, Y. F., Altschuld, J. W., & Pan, Y. J. (2015). Energy literacy: Evaluating knowledge, affect, and behavior of students in Taiwan. Energy Policy, 76, 98–106. Search in Google Scholar

Merritt, E. G., Archambault, L., & Hale, A. E. (2018). Sustainability education in elementary classrooms: Reported practices of alumni from a pre-service teacher course. Discourse and Communication for Sustainable Education, 9(1), 18–35. Search in Google Scholar

National Research Council [NRC]. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press. Search in Google Scholar

Palinscar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49(1), 345–375. Search in Google Scholar

Papert, S. (1980). Mindstorms. US: Basic Books. Search in Google Scholar

Ruiz-Primo, M.A., Li, M., Wills, K., Giamellaro, M., Lan, M-C., Mason, H., & Sands, D. (2012). Developing and evaluating instructionally sensitive assessments in science. Journal of Research in Science Teaching, 49(6), 691–712. https://doi.org/10.1002/tea.21030 Search in Google Scholar

Rule, A. C. (2005). Elementary students’ ideas concerning fossil fuel energy. Journal of Geoscience Education, 53(3), 309–318. https://doi.org/10.5408/1089-9995-53.3.309 Search in Google Scholar

Schnittka, C. G. (2017). Gravity can do what? Engineering a gravity-powered electrical generator. The Science Teacher, 84(8), 37–43. Search in Google Scholar

Sovacool, B. K., & Blyth, P. L. (2015). Energy and environmental attitudes in the green state of Denmark: Implications for energy democracy, low carbon transitions, and energy literacy. Environmental Science & Policy, 54, 304–315. Search in Google Scholar

Tobin, K., & Tippins, D. (1993). Constructivism as a referent for teaching and learning. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 3–21). Lawrence Erlbaum. Search in Google Scholar

Tollefson, J., & Gibney, E. (2022, December 13). Nuclear-fusion lab achieves ‘ignition’: What does it mean? Nature News. doi: https://doi.org/10.1038/d41586-022-04440-7 Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2009). Bonn Declaration. UNESCO World Conference on Education for Sustainable Development, 30 March – 2 April 2009, Bonn, Germany. Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2014). Shaping the future we want: UN Decade for Sustainable Development (2005–2014). Final Report, DESD Monitoring and Evaluation. Paris: UNESCO. Search in Google Scholar

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2022). The sustainable development goals report. United Nations. https://unstats.un.org/sdgs/report/2022/The-Sustainable-Development-Goals-Report-2022.pdf Search in Google Scholar

United States Department of Energy (USDOE). (2017). Energy literacy: Essential principles and fundamental concepts for energy education. https://www.energy.gov/sites/default/files/2017/07/f35/Energy_Literacy.pdf Search in Google Scholar

U.S. Energy Information Administration (2022, November 25). Coal explained: Coal and the environment. https://www.eia.gov/energyexplained/coal/coal-and-the-environment.php Search in Google Scholar

van den Broek, K. L. (2019). Household energy literacy: A critical review and a conceptual typology. Energy Research & Social Science, 57, 101256. Search in Google Scholar

von Glasersfeld, E. (1989). Constructivism in education. In T. Husen & N. Postlewaite (Eds.), International Encyclopedia of Education (pp. 162–163). Pergamon Press. Search in Google Scholar

Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press. Search in Google Scholar

Watts, D. M. (1983). Some alternative views of energy. Physics Education, 18(5), 213–217. https://doi.org/10.1088/0031-9120/18/5/307 Search in Google Scholar

World Economic Forum (2022, November 25). Coal-powered electricity reached an all-time high in 2021 – here’s what you need to know. https://www.weforum.org/agenda/2022/05/coal-energy-electricity-global-warming-renewable Search in Google Scholar

eISSN:
2255-7547
Język:
Angielski
Częstotliwość wydawania:
2 razy w roku
Dziedziny czasopisma:
Social Sciences, Education, other