The development of renewable energy sources (RES) learning in Greek primary education

1

THE DEVELOPMENT OF RES LEARNING IN GREEK PRIMARY EDUCATION: A REAL CASE OR A FADE AWAY DREAM?

Konstantinos G. Papatrechas, MSc in Manufacturing Management and

Technology, Open University, Hellenic Centre for Marine Research Leonida 5 Metamorfosi Attica Greece

Tel : +302102812333 E mail: [email protected]

Virginia G. Papatrecha, MSc in Manufacturing Management and Technology,

Open University, Mechanical Engineer, Ministry of Culture of Greece Odisseos 8 Metamorfosi Attica Greece

Tel: +302102854988 E mail: [email protected]

Fax: +302103252460

Summary The use and knowledge of renewable energy sources (RES) are crucial for the future of

human development. Environmental education and training can provide apart from the understanding of the relation between nature and everyday life, tools to limit the impact on the environment. RES has been a sector that has shown an impressive development in Greece during the past few years but education concerning RES remains limited.

The present study focuses on investigating the initiatives that could promote learning about RES in Greek primary education, which emerge by exploring the knowledge, interest and information of the actors involved i.e. children, teachers and society. Educational material regarding RES remains limited in Greek primary education although the RES sector has developed drastically in Greece the last five years. However there are schools that participate in European programmes, which promote RES and the environmental protection i.e. FEEDU, SPARE. The knowledge and information of both children and teachers are limited but their interest regarding RES is high.

Among the initiatives the results of this study highlight the introduction of a RES lesson in the Greek primary education, the specialisation of teachers in RES subjects the introduction of references on RES teaching as well as the participation of both children and teachers in RES activities. The implementation of these recommendations could promote the development of RES learning in Greek primary education to a real case instead of a fade away dream.

2

1. Introduction Energy education is important for the promotion of sustainable development. In fact,

education increases the ability of people to address environmental issues and enhances ethical awareness, skills and attitudes regarding energy. Finally, it promotes effective public participation in decision-making [1]. The studying field of environment though is only seen as a content area in science [2].

The present study involves a qualitative survey. It is an empirical research which explores the current situation of RES learning in Greek primary education by collecting data and seeks to draw initiatives that promote its development. The author prefers the term “RES learning” instead of “RES education” since the term “learning” extends to spaces such as the home and playgrounds etc., where children are not obliged to learn, as is the case in the classrooms.

Questionnaires were given to teachers and children. Interviews were conducted in order to obtain information regarding RES knowledge, interest and information of children and teachers, as well as the will and ability of educators to teach this subject. RES knowledge in Greek primary education is characterised by the lack of appropriate education material [3]. According to Chatzifotiou [4] teachers need specific references to teach RES.

The analysis of the results indicated the absence of a relevant lesson that formed part of the Greek National Curriculum, the lack of educational material and teaching hours in primary schools regarding RES. The majority of the children asked has sufficient knowledge on RES and are interested in them. On the other hand the majority of Greek primary education teachers has neither any specialisation regarding RES education, nor participates in RES and other environmental conferences. The interest and knowledge level of teachers questioned remain modest, drawing on the results of the survey.

This study highlights the introduction of RES lessons in the Greek National Curriculum of primary education and the participation of both children and teachers in activities regarding RES and decision making. As Barrat- Hacking et al [5] point, the key is the reduction of the barriers between students’ life and school curriculum. If children participate in curriculum planning, significant change could be accomplished. 2. Methodology

The type of this research is qualitative; it focuses on people, behaviours and situations, it describes people in natural situations in order to explain social and human activities [6].

The current study involves a survey. It involves a survey because it was based on the systematic collection of data. Surveys are also a wide- spread method of research [7]. The researcher collected material from official reports (Ministry of Education and Religion Affairs, Institute of Pedagogy, Environmental Centres), articles of journals, books, internet-sites, in order to investigate the situation of RES learning of teachers and children in Greek primary education, as well as proposals for the enhancement of environmental awareness and eventually the promotion of environmental consciousness. Its category is cross-sectional because it investigates through questionnaires the opinion of different participants in order to develop a theory at a certain point of time.

In fact it examined the opinion of teachers and children in order to identify the situation of RES learning in Greek primary education nowadays and form proposals regarding its enhancement. The approach of research is inductive. The correlation of theory and practice was determined, whilst the author compared literature material to the results of the questionnaires. A format that stems from this correlation was identified and then a theory was verified from the conclusions of the research. The typical procedures of carrying out surveys are, as follows, interviews and questionnaires [8]. Three people, who are involved in primary education, RES enhancement and other environmental issues were interviewed, in order to have a closer perspective concerning renewable energy sources- learning in Greek primary education. Semi-structured-interviews were chosen because it gave the opportunity to infiltrate other areas i.e. environmental education in primary schools. As a next step two pilot questionnaires were prepared. One for teachers, which was focused on investigating teachers’ educational background and experience and one for children, which was focused on examining the level of their knowledge. Oakley [9] though argues that children can be taken seriously in discussions of their needs, on the other hand he notes that: “[…] the best way to defend children studies is to enrol them in the research process”.

3

The pilot questionnaires were given to two classes of one school, the last ones of primary education (fifth and sixth grade). This involved 60 students and ten teachers. Both questionnaires were given to teachers, after explaining to him/her extensively the aim of the questionnaire. The teacher gave them to students. Parents were also informed about the questionnaire and gave their writing permission. For the designing of the questionnaires, the author followed to some extent the one that Skanavis, Sakellari and Petreniti [10] used in their research.

The observations coming from the running of the pilot questionnaire were a tool of its re-designing, in order to become more appropriate against the objectives of the research.

An appropriate design of questionnaire, the selection and appropriate phrasing of the questions, a pre-test of the questionnaire and a possible refinement, are critical, in order to assure the validity and reliability of the results [11]. The design of the questionnaire took under consideration that the questionnaire for the children should be “attractive”, close to their preferences, a design that reminds them of a game and not a test, to convince them that they are not obliged to fill it. For that matter they were asked to draw a RES installation and solve a puzzle of letters.

The knowledge, interest and information of both children and teachers, regarding RES were examined by the data collected from the questionnaires, in order to identify the current situation of RES learning in Greek primary education. Recommendations regarding its development stemmed from the teachers’ questionnaire.

The choice of respondents was random. Questionnaires were sent to schools around many regions of Greece in cities and villages, including the capital. The author designed two different questionnaires, one for the children and one for the teachers. The purpose of the children questionnaire was to examine the knowledge, interest and information regarding RES. The author was very careful regarding its presentation. Its form was more alike a game than something that resembles a school-test in order to awake their interest and eventually increase the response rate of the children.

The response rate of the teachers was 44%. Among the reasons of non- response was professional pride. There were teachers that they did not fill the questionnaire. In most of the cases though, the author did not meet any problem in convincing the directors and teachers to participate in the research and allow children to fill the questionnaire.

3. The background

The future prosperity of humanity depends on the quality of energy education, as well as on the scientific efforts made towards the development of non polluting, efficient energy technologies. Unfortunately the number of adequately educated people in this sector is limited because energy- teaching is not coherent [12]. However, a considerable effort is made by the European Union countries to introduce and integrate Environmental Education into their National Curricula over the last decades [4]. It is recognised as a cross-curricular theme of the National Curriculum for schools, among other important issues, i.e health-education and career- education [13]. The introduction of environmental topics in school increased the environmental concern of children, especially regarding ozone layer, water pollution, car emissions and the protection of animals. In fact the most significant source of information for children is the school lessons. The address of environmental subjects and RES in the National Curriculum though is a complex issue because national pressures towards discrete teaching in primary education have been increasing [14].

Skanavis, Sakellari and Petreniti [10] notice in their research for environmental education in Greece that; “Education by both formal and informal methods can help citizens comprehend the vital environmental issues and thus effectively contribute to the promotion of environmental quality in every day life”.

“Education for sustainable development” enables people to develop the knowledge, values and skills to participate in decisions about the improvement of the quality of life without damaging the environment globally for all groups of the society [15,16]. One the other hand environmental education (E.E) is vital [17], it inspires the interrogation of assumptions and values when dealing with controversial issues. Finally, it encourages reflective and responsible action [18].

4

4. Successful activities regarding RES learning around Europe. - The Greek case

Environmental concern represents for young people a common reaction to the present situation. Research has shown that children environmental concern of children concentrates on ozone layer, the greenhouse effect and deforestation [19]. Education and training on the environment can provide children the understanding how nature relates to everyday- life and how they could limit the impact on the environment [20].

In Great Britain children at the age of 10 learn about RES by playing with activities related to them. This is the “Learning by doing” process (Centre of Research Education and Energy [21].

The School Project for Application of Resources and Energy (S.P.A.R.E), launched by United Nations, aimed to increase the knowledge and awareness of its participants (students, teachers, parents), whilst promoting consciousness, regarding the environmental protection at an early stage. It is remarkable, that every year 50.000 school children from 10 European countries (with Greece among them) participate in “SPARE” project. Spain and Italy as well present a great increase of interest in primary education concerning RES [22].

Other demonstrations involve “science bazaars”, where children present different subjects regarding RES in school-exhibitions. These presentations are occasionally organised in Greece and Cyprus and are very welcomed by the children of primary schools [24,23].

The Danish Organisation for Renewable Energy (OVE) hosts the programme that organises “The Schools Energy Forum (SEF)”. This program co-operates with CREATE. The scope of the Forum is the exchange of ideas among educational institutions and organisations on sustainable energy education issues in schools [25].

The UK government developed a way to teach children in primary school about RES by using a vehicle suitably accommodated with a small wind turbine, a photovoltaic array, etc. Due to National Energy Foundation (NEF) report [26]; this vehicle travels around the country and visits schools. The passengers of the vehicle are teachers specialised in renewable energy education. Consequently, students have the opportunity to see and learn about the RES in their place, as a school activity. Another activity that takes place in many schools at Great Britain is a computer program functioning as a game related to basic knowledge of RES [27]. Children like playing with computers. They play and simultaneously learn about RES [28].

In Greece RES developed quite recently but RES-education remains limited [3,29].The information regarding RES at the final stage of Greek primary education is restricted to only three pages [30,31]. The most common influence for increasing the interest of children in RES is the concern of the pollution-effects in nature, that childhood experiences [3]. Primary education in Greece is based on the text -book rather than on knowledge and critical thinking [32]. RES knowledge in Greek primary education is characterised by the lack of the appropriate educational material [3].

There are schools, which participate in programs regarding environmental education, sponsored by European Union and the Greek government. Within the framework of environmental education, students have the opportunity to learn about energy and the environment. In Rethymno, a city in Crete, students are informed about wind, solar energy and participate in activities such as Festivals of Physics and Environment (i.e 3nd Festival of Physics and Environment, invited 9-12 primary schools of Rethymno 2002, [33]).

Chatzifotiou [4] supports that environmental education exists in the Greek National Curriculum, but pertinent activities are not very popular to teachers. Greece participates in energy education programs, focused mainly in involving RES in primary education. Especially in Crete, the Regional Energy Agency participates in the European Program “For Energy Education (FEEDU)”. Within the framework of this program Crete organised two exhibitions concerning RES. The participation of nearby schools was very encouraging; children loved to learn by playing, with games related to RES [34]. 5. The factors that affect RES learning. Proposals for discussion

In order to determine the current situation of RES learning and examine the proposals of RES enhancement in primary education, the author investigated the factors that influence RES learning

5

key factors for thepromotion of RES

learning in primaryeducation

positive

negative(factors that

deter)

the role ofteachers-school

/family

the role ofchildren

knowledge reinforcement,provide material,

presentation and discussion

promote outdoor activities,visit RES installations

educational background,school and family climate,nurturing the right attitude

participation

observation

interactionteachers/

family

governmentalpolicies

ability toteach RES

lack of adequateeducation

lack ofinformation

RES is not a separate subjectfrom Physics in Greek National

Curriculum

limited adopted programmes,lack of material and

accommodation in primaryschools

lack of teaching support andcoordination

Figure 1: The connection of teachers’ and students’ knowledge, information and interest to the key- factors and proposals of enhancing RES

The author sent 1000 questionnaires to the students. He visited five schools in Athens,

talked with the directors and the teachers and contacted by post and phone five schools of four other regions around Greece. The questionnaires were given in twenty five schools around Greece, two classes each, meaning 50 classes of primary education. Also 100 questionnaires were sent to teachers and school directors. The author has collected 358 questionnaires of children and 44 questionnaires of teachers. The response rate was 36% regarding students and 44 % regarding teachers. 73% of the children answered are students of the fifth grade, whilst 27% are students of the sixth grade. The response rates of this research are 36% for the students ‘questionnaires and 44% for the teachers’.

Figure 2: The presentation of children knowledge, interest and information regarding RES

05

1015202530354045505560

no sufficient high

The presentation of chi ldren knowledge, interest and information regarding RES

knowledge

interest

information

6

05

101520253035404550556065707580859095

no sufficient high

The presentation of teachers' knowledge, interest and information regarding RES

knowledge

interestinformation

Figure 3 The presentation of teachers’ knowledge, interest and information according to their answers

The proposed recommendations as they were determined by the literature review are:

1. Introduction of a RES lesson in primary education: 2. Adoption of role-play techniques 3. Adoption of RES programmes 4. Participation of children and teachers in RES activities. 5. Teachers’ training and specialisation in RES 6. References on teaching RES 7. Better planning of primary education 8. Involvement in decision-making

Teachers were also asked to determine the factors that deter the development of RES in primary education and identify two important measures among the proposed recommendations, which were the introduction of RES lesson in primary education, role-play techniques, training and specialisation of teachers, the participation of teachers and children in RES and other environmental programmes, better governmental planning of education and the participation of teachers in decision-making of primary education matters . In many cases the respondents fill more than one proposal as important. For that matter the sum exceeds 100%.

The factors that deter the enhancement of RES in primary education, as they were determined by teachers are; the lack of adequate educational material and limited accommodation of schools, regarding teaching RES. The absence of schools’ participation in environmental programmes and the provision of teachers’ motivation to teach RES, to organise excursions and find information hinder also RES learning.

The teachers were asked to allocate given recommendations as “unimportant” “important”, ”very important” for the development of RES learning in Greek primary education.

The figure below present the aforementioned recommendations of enhancing RES learning

in primary education. The actions are separated in three categories; governmental action (introduce RES lesson in Curriculum, adopt teachers’ and parents

involvement in decision making, determine references on RES teaching, adopt RES programs, better planning of primary education)

teachers’ action (training, specialisation, participation in RES programmes) students’ action (participation, observation, interaction) According to the aforementioned, these are the actors that affect the determination of the

recommendations.

7

0,12

0,2

0,13

0,13

0,13

0,08

0,14

0,07

0% 10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

introduction of RES lesson

implementation of role play techniques

adoption of RES programs

participation in RES activities

teachers specialisation

int roduction of references on teaching RES

adoption of better planning in education

participation of teachers in decis ion making

Figure 4: The allocation of recommendations for the enhancement of RES learning in primary education

The statistical analysis revealed that the introduction of RES lesson is the most urgent recommendation to implement, in order to enhance RES learning in Greek primary education.

Participation in decision making is the second recommendation to implement. The training and specialisation of teachers along with references of teaching RES and the participation of teachers and children in RES activities are equally important and are the third strong recommendation.

The figure below involves a brief presentation of the recommendations due to the three categories (government/teachers/children), which intervene into the enhancement.

introduce RESlesson in primary

education

enhance teacherseducation

participate in RESprogrammes and activities

(in and out of school)

enhance RESlearning,promote

children andteachers' self-

esteem

better planning

adopt RES programmesprovide references to teach RES

advanced knowledge

Scientific toys

visit RES installationsECO-schools

training

governmental action

role playtechniques

provide RES informationto children and teachers

forums, science bazaars

teachers' action

Participation inenviron. projects

redesignnational

curriculum

seminars

plan and participate inRES activities in and out

of school

promote theinvolvement ofteachers and

children indecision making

consider realneeds for learning

students' action

Figure 5 : The presentation of recommendations

8

6. Conclusions

The results of this study indicated that primary education in Greece is based on text-books rather than knowledge and critical thinking [32]. The results of interviews already undertaken, agree with the study of Chatzifotiou [4], which highlights that RES and other environmental subjects are not particularly involved in the Greek National Curriculum. However a wide variety of education material is available, whilst initiatives that go beyond classroom are undertaken within the framework of enhancing environmental education [17].

Papanastasiou [35] underlines that the most important factor of promoting RES in primary education is the development of environmental knowledge in primary schools. Other factors that affect the RES reinforcement are educational background and school- climate, which link directly to forming attitudes of children.

The Ministry of Education and Religion Affairs of Greece in cooperation with the Institute of Pedagogy have adopted some environmental programmes but Environmental and RES Education are in embryonic stage. It is though promising that according to Spiropoulou et al [36]; the Greek Institute of Pedagogy is preparing an information guide and an electronic portal of information on sustainable development, RES and other environmental issues.

Collected information from the interviews agree with the results of the questionnaires, which indicate the need of governmental action regarding the adoption of a lesson in the Greek National Curriculum, that exclusively occupy with RES subjects; their presentation, use, importance and exploitation. Teachers’ interest also affects the introduction of RES lesson in primary education, as it was resulted from the statistical analysis. The participation of teachers in decision making of primary education is vital for the enhancement of RES learning, since it was found on the second position of the allocation. SPSS cross-tabulation also revealed that decision-making depends on teachers’ knowledge, interest and information.

Interviews also showed that teachers need specific instructions to teach this subject. According to the allocation of recommendations, references on RES teaching hold the third position along with teachers’ specialisation in RES and the participation of children and teachers in RES activities. Education and information dissemination processes need to be put in place at all three levels of the formal educational system and special material needs to be developed from government planning [37].

The implementation of role-play techniques in RES learning procedure follow at the fourth position of importance. Summers, Corney, Childs [14] underline the importance of role-play techniques in enhancing self-confidence and knowledge.

Consequently, the results of this study highlight not only the need of governmental action for the promotion or RES learning in primary education but also that the interest of teachers regarding transferring RES knowledge to children is commendable. RES learning is up to date limited in Greece [3,29,38]. An agenda of new lessons and activities that go beyond textbooks could though enhance knowledge, interest and information of both children and teachers. It could also create a basis on constructive decision-making, regarding solving environmental problems and developing practices for a sustainable future. On the other hand, Littledyke [39] underlines the principles of successful teaching; teachers should draw practices on providing an understanding of science as a learning process, which produce applicable ideas, introduce scientific concepts that explain the connection of “cause and effect” and choose topics of discussion that are familiar to students and increase their interest. These practices should be flexible, focused on real practical problems [40]. References

1. Jennings P. and Lund C. “Renewable energy education for sustainable development”. Renewable Energy 2001; 22 (1-3): 113-118.

9

2. Ernst J. “Factors associated with K-12 Teachers’ Use of Environment Based Education”. Journal of Environmental Education 2007; 38(3):15-32

3. Papazoglou A. “School libraries in Greece: A state –of –the – art report”. School libraries Worldwide, 1998; 4:40-51.

4. Chatzifotiou Ath. “National Policy, local awareness: implementing environmental education in the primary schools of Northern Greece”. Environmental Education Research 2005; 11(5) : 503-523.

5. Barratt Hacking E, Scott W, Barratt R. “Children’s research into the local environment: Stevenson’s gap and possibilities for the curriculum”. Environmental Education Research 2007; 13(2) : 225-244.

6. Amaratunga D, Baldry D., Sahrshar M, Newton E. “Quantitative and qualitative research in the built environment: application of the mixed research approach”. Work Study. Emerald, 2002; 51 : 17-31.

7. Hackett, G. (1981). “Survey Research Methods”. Personnel and Guidance Journal 1981; 59 (9): 559-604.

8. Open University (ed). T802 MSc Research Course. Preparing for Research. Supplementary Material. Milton Keynes, 2005 ; 19

9. Oakley A. Women and Children, First and Last: Parallels and Differences between Children’s and Women’s Studies” in Mayall (ed) Children’s Childhoods Observed and Experienced; London: The Farmer Press , 1994; 13-32.

10. Skanavis C, Sakellari M, Petreniti V. «The potential of free-choice learning for environmental participation in Greece”. Environmental education Research, 2005; 11(3) : 321-333.

11. Babbie E.R. Survey Research Methods. Belmont, California: Wadsworth,1973. 12. Newborough M., Probert D. “Purposeful Energy Education in the UK”. Applied Energy

1994, 48(3): 243-259. 13. Palmer J., Neal P.The Handbook of Environmental Education; London: Routledge 1994. 14. Summers, M., Corney, Gr., Childs, A. (2003) ”Teaching Sustainable Development in

Primary Schools: an empirical study of issues for teachers”. Environmental Education Research 2003; 9 (3): 327-346.

15. Council For Environmental Education. Education for sustainable development in the Schools sector: A report to DFEE/QCA from the Panel for Education for Sustainable Development (Reading, Council for Environmental Education) in: Summers, M., Kruger, C., Childs, A., (2000) “Primary schools Teacher’s Understanding of Environmental issues: An interview study”, Environmental Education Research, 2000; 6(4).

16. Hein G, Kruse-Graumann L. “From Environmental Education to Learning for Sustainability”. Full life. Springer Berlin Heidelberg : Berlin 2005: 37.

17. Bolscho D, Hauenschild K. “From environmental education to Education for Sustainable Development in Germany“. Environmental Education Research, 2006; 12(1) : 7-18.

18. OECD-CERI (ed.).Evaluating Innovation in Environmental Education, OECD: (Paris, 1994.

19. Henley Centre (ed).Young Eyes, a report commissioned. Henley Centre: Cambridge, 1994.

20. Parry J, Scott A. Editorial learning to be green-the future of environmental education. Brighton, Economic and Social Research Council, Global Environmental Change programme, 1997.

21. Centre For Research Education And Energy [CREATE]. URL:http://www.create.-org.uk/ (updated 12 January 2006, accessed 25 November 2005).

22. United Nations (ed) (1996). The SPARE Programme. URL: http://www.ae-l.physic.ut.ee (updated 2001, accessed January 2007)

23. Tsagliotis N. “Solar Energy? Yes, thank you. A Programme for 12 years old children that combines formal and informal learning procedures ”1st Conference of Environmental Education. Korinth, Greece, 2005; 1430-1438.

24. Kyriazi, E, Kyriazi-Kefala, P. Konstantinou C.P. (2002). « Science bazaar as a way of promoting scientific thinking in primary school ». 3rd National Conference of Athens University, Department of Pedagogy. Didactics and Science. Application of new technologies in Education; Rethymno May 2002

10

25. International Solar Energy Society (ed). RE in Education. Refocus. January 2001, Elsevier Ltd: 2001.

26. National Energy Foundation [NEF]. Vehicle Display: The Green Energy Machine (GEM), 2005. http://www.nef.org.uk/services/gem.htm (updated 10 January 2006, accessed 10 December 2005).

27. Energy Chest (ed). http://www.energychest.net/htm. updated 12 July 2002, accessed 24 November 2005).

28. Danish Wind Industry Association (ed). WIND WITH MILLER. http://www.wind-power.org/en/kids/index.htm (updated 10 June 2004, accessed 20 November 2005).

29. Chatzifotiou Ath. Interview by the author, Athens 2007. 30. Αpostolakis Ε, Κorozi V, Panagopoulou Ε, Petrea Κ, Savvas S. 1Ερευνώ και

ανακαλύπτω Ε Δημοτικού ; Organisation of Editing Educational Books: Athens, 2003a 31. Αpostolakis Ε, Κorozi, V, Panagopoulou Ε., Petrea Κ. ,Savvas S. (2003b). 2Ερευνώ και

ανακαλύπτω Στ’ Δημοτικού; Organisation of Editing Educational Books: Athens 2003b. 32. Papazoglou A, Semertzaki, E. “Changes and developments in Greek Libraries”.

Electronic Library 2001; 19: 158-167. 33. Ministry of Educational and Religion Affairs. 30 FESTIVAL OF PHYSICS AND

ENVIRONMENT, RETHYMNO, CRETE, 2002. http://9dim-rethymn.reth.sch.-gr/contents_gr/scilab/3rd_sci.fair.htm (updated 10 November 2005, accessed 20 November 2005).

34. Regional Energy Agency of Crete. “FEEDU Programme Presentation Page ”. http://www.crete-region.gr/greek/energy/feedu/reac.html). Accessed November 2007.

35. Papanastasiou K. “Factors that affect children attitudes in teaching science” 2002). « Science bazaar as a way of promoting scientific thinking in primary school ». 3rd National Conference of Athens University, Department of Pedagogy. Didactics and Science. Application of new technologies in Education. , Rethymno. May 2002

36. Spiropoulou D, Antonakaki Tr, Kontaxaki S, Bouras S. « Primary Teachers’ Literacy and Attitudes on Education for Sustainable Development » Journal of Scientific Education Technology, 2007; 16: 443-450.

37. Charters, W.W.S. “Developing markets for renewable energy technologies”. Renewable Energy 2001; 22: 217-222.

38. Ligonis Sp. Interview by the author. Athens: 2007. 39. Littledyke M. “Primary children’s views on science and environmental issues: examples

of environmental cognitive and moral development”. Environmental Education Research 2004; 10(2): 217-235.

40. Stevenson R. “Schooling and environmental education: contradictions in purpose and practice”. Environmental education Research 2007: 13(2): 139-153.

1 Search and Discover Fifth Grade 2 Search and Discover Sixth Grade