سمیه مولا

Energy literacy is essential in decisions related to energy and energy application in our daily lives, and various levels of knowledge and awareness about energy can affect on the activities and personal and social decisions. The aim of this study is investigating energy literacy of the middle school students. The research method is descriptive-survey. The study population consisted of all male and female middle school students in the city of Orumiyeh (35835). This study applied random cluster sampling. According to Morgan and Krejcie table (1970), a sample of 380 subjects (199 boys and 181 girls) were selected from among all students in Urmia city. The data collection tool is the energy literacy questionnaire provided by DeWaters, Graham and Powers (2013) that professors and experts have confirmed its validity. Cronbach's alpha established the reliability of questionnaire and obtained in the three domains of cognitive, affective and behavioral respectively, 0.71, 0.75 and 0.76. Data collected from the survey were analyzed using independent samples t-test, one-way analysis of variance (ANOVA) and Pearson correlation coefficient. Results of the survey questions indicated that the cognitive scores of students were lower than the affective and behavioral scores. Findings also indicate that relationship between cognitive-affective aspects and affective -behavioral aspects was positive and significant, but the relationship between the cognitive-behavioral aspects was not significant. Evaluate the performance of students based on age and gender showed that girls and boys in cognitive scores were significantly different, but there was no significant difference between genders in affect and behavior. The difference between the average scores of Seventh and eighth grades, eighth and ninth grades were significant. Eighth-grade students had better performance than seventh and eighth grades.

This study aims to design and validate the model of integrated curriculum of energy literacy in secondary education. According to the importance of energy in life and the main role of education in teaching energy, planning integrated model of energy literacy can help develop and grow students' knowledge, attitudes, skills and abilities. For this purpose, two main questions were investigated in this study: 1) what are the characteristics of integrated curriculum model of energy literacy in secondary education? 2) To what extent is the proposed model valid from the view point of experts of curriculum studies and environmental education? The mixed method (qualitative and quantitative) was used to answer the questions. In first step, the deductive- analytic type of qualitative method was employed to plan model and determine the components of model. In the second step, the quantitative method was used to validate the efficiency of curriculum model. By using purposive sampling, the proposed model was presented to 12 experts in the field of curriculum and environmental education and the obtained data were analyzed by descriptive statistics. The integrated curriculum model of energy literacy was planned on the basis of nine components of Klein's curriculum. The main categories in ideal model include basic concepts, energy principles and terminology, energy sources, energy and environment, energy condition in Iran and the world, energy and technology, energy management, and energy and security. The validation results showed that from the viewpoint of curriculum studies and environmental education experts, the proposed model is appropriate and highly confirmed.

One of the key issues in assessing of curricula quality is attention to required skills. This study aimed to assess the achievement of 21th -century basic skills in senior undergraduate and postgraduate engineering students of Tabriz University. The method of study was descriptive research. 414 engineering students of bachelor's and master's degree were selected by randomly. A researcher made questionnaire was used to collect data. The validity of instrument based on experts opinion and reliability through Cronbach's (alpha) coefficient (0.92) was approved. The results showed that the affective domain of bachelor's and master's curricula were above the predetermined average, but undergraduate curricula in the domains of cognitive and socio-cultural skills are lower than average and failed to fulfill goals addressed by 21 century, The curriculum of postgraduate (master's degree) in the domains of cognitive and socio-cultural skills are somewhat higher than average and were relatively favorable. One interesting finding was that in both curricula the ability to share knowledge was below the average and the sharing knowledge was not focused in teaching and learning process.