ABSTRACT

In this research, we investigate the implementation of a non-mandatory learning-unit on renewable energy in elementary schools in Israel. The research focuses on the effect of teachers’ attitudes toward energy conservation and the efficient use of energy, as well as on the effects of contextual factors on teaching the programme. Mixed methods were used for data collection and analysis. Questionnaires were responded to by 77 teachers, and 13 teachers were interviewed. Attitudes regarding energy consumption are positively associated with teaching the programme, whereas teacher-perceived overload is negatively associated with it. Time devoted to teaching the programme in class was limited due to both the non-mandatory status of the curriculum and to accountability stressors. The findings suggest that while teachers’ attitudes to the environment have some influence on their decision to teach the programme, most of their decisions are related to contextual factors such as work overload, and lack of training, and support. Education plays a significant role in general, as well as regarding energy conservation and renewable energy. The research findings suggest that developing teaching materials is not a sufficient condition for motivating teachers to use them, and that considering contextual factors is essential for a successful implementation.

摘要

在这项研究中，我们调查了以色列小学关于可再生能源的非强制性学习单元的实施情况。研究的重点是教师对节能和能源有效利用的态度的影响，以及环境因素对课程教学的影响。使用混合方法进行数据收集和分析。问卷得到77名教师的回复，13名教师接受了采访。关于能源消耗的态度与课程教学呈正相关，而教师感知的超负荷与此呈负相关。由于课程的非强制性状态和责任压力因素，用于在课堂上教授课程的时间有限。研究结果表明，虽然教师对环境的态度对他们教授课程的决定有一些影响，但他们的大部分决定都与环境因素有关，例如工作超负荷、缺乏培训和支持。教育在总体上以及在节能和可再生能源方面发挥着重要作用。研究结果表明，开发教材并不是激励教师使用它们的充分条件，考虑情境因素对于成功实施至关重要。