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Subject Knowledge and Perceptions of Bioenergy among School Teachers in India: Results from a Survey

Author

Listed:
  • Pradipta Halder

    (School of Forest Sciences, University of Eastern Finland, Joensuu 80101, Finland)

  • Sari Havu-Nuutinen

    (School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu 80101, Finland
    These authors contributed equally to this work.)

  • Janne Pietarinen

    (School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu 80101, Finland
    These authors contributed equally to this work.)

  • Anas Zyadin

    (School of Forest Sciences, University of Eastern Finland, Joensuu 80101, Finland
    These authors contributed equally to this work.)

  • Paavo Pelkonen

    (School of Forest Sciences, University of Eastern Finland, Joensuu 80101, Finland
    These authors contributed equally to this work.)

Abstract

Teachers’ knowledge and perceptions of bioenergy, and their motivation to teach such a topic, can largely determine the success of implementing bioenergy related education in schools. The study aimed to explore science teachers’ knowledge and perceptions of bioenergy in India. A questionnaire-based survey was conducted among 28 science teachers from four urban schools in India. Results indicated that the science teachers were fairly knowledgeable regarding bioenergy and they also demonstrated positive perceptions of bioenergy. In addition, they were positive towards the prospect of receiving more information to increase their own knowledge of bioenergy. However, the science teachers appeared to have some misconceptions regarding the issue of CO 2 emission from using bioenergy. It also emerged that although the existing Science syllabus for Grade X in Indian schools includes a topic on bioenergy, the majority of the science teachers were not aware of it. Policy makers and educators are recommended to provide science teachers more support to improve their capacity for teaching energy and environmental topics in schools in India. In addition, an improvement of the current learning and teaching environment in Indian schools could help teachers to deliver energy and environmental education more effectively to their students.

Suggested Citation

  • Pradipta Halder & Sari Havu-Nuutinen & Janne Pietarinen & Anas Zyadin & Paavo Pelkonen, 2014. "Subject Knowledge and Perceptions of Bioenergy among School Teachers in India: Results from a Survey," Resources, MDPI, vol. 3(4), pages 1-15, October.
    • Handle: RePEc:gam:jresou:v:3:y:2014:i:4:p:599-613:d:41217
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    References listed on IDEAS

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    2. Zyadin, Anas & Puhakka, Antero & Ahponen, Pirkkoliisa & Pelkonen, Paavo, 2014. "Secondary school teachers' knowledge, perceptions, and attitudes toward renewable energy in Jordan," Renewable Energy, Elsevier, vol. 62(C), pages 341-348.
    3. Karlstrøm, Henrik & Ryghaug, Marianne, 2014. "Public attitudes towards renewable energy technologies in Norway. The role of party preferences," Energy Policy, Elsevier, vol. 67(C), pages 656-663.
    4. Halder, Pradipta & Havu-Nuutinen, Sari & Pietarinen, Janne & Pelkonen, Paavo, 2011. "Bio-energy and youth: Analyzing the role of school, home, and media from the future policy perspectives," Applied Energy, Elsevier, vol. 88(4), pages 1233-1240, April.
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