Volume 6, Issue 3 (Vol6,No3(21) 2025)
2025, 6(3): 424-441 |
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Esmaili K, Kalantari Dehaghi H. (2025). Experiences of Preschool Teachers in Iran About Energy Literacy Education. Journal of Childhood Health and Education. 6(3), 424-441. doi:10.32598/JECHE.6.3.355.1
URL: http://jeche.ir/article-1-332-en.html
URL: http://jeche.ir/article-1-332-en.html
1- Department of History and Philosophy of Education, Faculty of Literature and Humanities, Malayer University, Malayer, Iran.
2- Department of Educational Sciences, Faculty of Literature and Humanities, Malayer University, Malayer, Iran.
2- Department of Educational Sciences, Faculty of Literature and Humanities, Malayer University, Malayer, Iran.
Abstract: (743 Views)
Background and Aim Given the importance of energy literacy in preschool children, the present study aimed to investigate the experiences of preschool teachers in Ivan County, Ilam, Iran, about energy literacy and its teaching to preschool children.
Research Methods This is a qualitative study with descriptive phenomenological approach. Of 53 preschool teachers in Ivan County, 22 were selected purposefully and participated in semi-structured interviews. Data analysis was performed using inductive content analysis.
Results The analysis led to the emergence of four main themes of goals, content, strategies, and evaluation. The goals theme included one category of “neglect of energy literacy” with two subcategories of lack of official resources" and lack of a specific curriculum heading. The content theme involved three categories: Types of energy (with subcategories of water, gas, electricity, solar energy, and wind), saving (with three subcategories of “types of energy saving method” and “empathy with the underprivileged”), and comparison of energy sources (with one subcategory of renewability). The strategies theme included two categories: Teacher-oriented (with five subcategories of speech, scientific presentation, storytelling, films/cartoons, and role modeling) and learner-oriented (with four subcategories of pantomime, discussion & dialogue, drawing/coloring, and playing the role of an energy saving helper). Finally, the evaluation theme included three categories: Observation (with two subcategories of teachers/school officials and parents), competition (with two subcategories of “at school" and "at home”), and giving feedback (with two subcategories of positive and negative).
Conclusion According to the results, no specific priority has been given to energy literacy goals and curriculum heading in preschools of Iran county. 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 preschools.
Research Methods This is a qualitative study with descriptive phenomenological approach. Of 53 preschool teachers in Ivan County, 22 were selected purposefully and participated in semi-structured interviews. Data analysis was performed using inductive content analysis.
Results The analysis led to the emergence of four main themes of goals, content, strategies, and evaluation. The goals theme included one category of “neglect of energy literacy” with two subcategories of lack of official resources" and lack of a specific curriculum heading. The content theme involved three categories: Types of energy (with subcategories of water, gas, electricity, solar energy, and wind), saving (with three subcategories of “types of energy saving method” and “empathy with the underprivileged”), and comparison of energy sources (with one subcategory of renewability). The strategies theme included two categories: Teacher-oriented (with five subcategories of speech, scientific presentation, storytelling, films/cartoons, and role modeling) and learner-oriented (with four subcategories of pantomime, discussion & dialogue, drawing/coloring, and playing the role of an energy saving helper). Finally, the evaluation theme included three categories: Observation (with two subcategories of teachers/school officials and parents), competition (with two subcategories of “at school" and "at home”), and giving feedback (with two subcategories of positive and negative).
Conclusion According to the results, no specific priority has been given to energy literacy goals and curriculum heading in preschools of Iran county. 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 preschools.
Type of Study: Research |
Subject:
Special
Received: 2025/04/6 | Accepted: 2025/10/7 | Published: 2025/12/16
Received: 2025/04/6 | Accepted: 2025/10/7 | Published: 2025/12/16
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