Volume 6, Issue 3 (Vol6,No3(21) 2025)
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Esmaili K, Kalantari Dehaghi H. (2025). Experiences of preschool teachers about teaching energy literacy. Journal of Childhood Health and Education. 6(3),
URL: http://jeche.ir/article-1-332-en.html
URL: http://jeche.ir/article-1-332-en.html
1- Master's Degree in History and Philosophy of Education, Malayer University, Malayer, Iran
2- Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Malayer University, Malayer, Iran
2- Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Malayer University, Malayer, Iran
Abstract: (169 Views)
Background and aim: The experience of leading countries shows that, given the energy situation around the world and the need for education and awareness in this field, energy-related concepts and principles can be effectively taught to children by using appropriate and creative educational methods. The present study aimed to investigate the experiences of preschool educators in teaching energy literacy and the methods of transferring this knowledge to new learners in Ivan County.
Research Methods: The research method was qualitative and descriptive phenomenological. The statistical population consisted of 53 preschool teachers in Ivan County, who participated in semi-structured interviews with a saturation sample size of 22 using purposeful sampling to recount their experiences in conveying energy literacy concepts. Data analysis was performed using inductive content analysis.
Results: Energy literacy education in preschool centers in Ivan County included comprehensive themes of goals, content, strategies, and evaluation. These themes themselves included a number of organizing themes. Educational objectives include 1 theme: "energy literacy is neglected", educational content includes 3 themes: "types of energy", "saving", and "renewability", educational strategies include 2 themes: "teacher-centered" and "learner-centered", and finally, educational evaluation includes 3 themes: "observation", "carrying out competition activities", and "feedback".
Discussion: According to the results of the research, there is no specific priority given to energy literacy education in preschool Aims and curricula. The need to create official resources, develop standard content, and utilize attractive teaching and evaluation methods are steps that can lead to improving the quality of energy literacy education in preschool centers.
Research Methods: The research method was qualitative and descriptive phenomenological. The statistical population consisted of 53 preschool teachers in Ivan County, who participated in semi-structured interviews with a saturation sample size of 22 using purposeful sampling to recount their experiences in conveying energy literacy concepts. Data analysis was performed using inductive content analysis.
Results: Energy literacy education in preschool centers in Ivan County included comprehensive themes of goals, content, strategies, and evaluation. These themes themselves included a number of organizing themes. Educational objectives include 1 theme: "energy literacy is neglected", educational content includes 3 themes: "types of energy", "saving", and "renewability", educational strategies include 2 themes: "teacher-centered" and "learner-centered", and finally, educational evaluation includes 3 themes: "observation", "carrying out competition activities", and "feedback".
Discussion: According to the results of the research, there is no specific priority given to energy literacy education in preschool Aims and curricula. The need to create official resources, develop standard content, and utilize attractive teaching and evaluation methods are steps that can lead to improving the quality of energy literacy education in preschool centers.
Keywords: Energy literacy, Preschool centers
Type of Study: Research |
Subject:
Special
Received: 2025/04/6 | Accepted: 2025/10/7 | Published: 2025/11/1
Received: 2025/04/6 | Accepted: 2025/10/7 | Published: 2025/11/1
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