دانلود رایگان مقاله انگلیسی یک بررسی دانش و فناوری دانش آموزان فناوری انرژی مهندسی فنلاند - الزویر 2018

abstract

This paper presents the results of a survey of university students' knowledge and perception of hydrogen technology by interviewing 93 Finnish energy engineering students before and after a learning assignment that deals with hydrogen technology. The results suggest that both the students' knowledge and perception on hydrogen technology improve between the pre-assignment and the post-assignment surveys. The largest changes take place in their knowledge on hydrogen safety and their willingness to acquire a home hydrogen system. Correlations between the students' level of knowledge in various topics and their opinions strengthened and multiplied during the assignment. Some unexpected connections between knowledge and opinions occurred. The study argues that system-level approaches should be integrated in hydrogen energy education instead of just teaching chemical reactions or hydrogen technologies. Both radical and conventional problem settings that challenge the students to both think in a creative manner and to keep the realism should be cultivated.

Conclusions

In this paper, the results of a survey on the impact of educational intervention on university students' knowledge and perception of hydrogen technology were presented and discussed. The study hypothesized that educational intervention affects positively both the university students' knowledge and their perception of hydrogen technology. The results of the study support the hypothesis. They suggest that the average number representing the students' knowledge increases by 0.69…1.74 units on the 6-point Likert scale between the preassignment and the post-assignment conditions. The corresponding increase of the number representing the students' perception is 0.33…1.28. Both of the above ranges depend on the topic of knowledge and the opinion statement. The largest changes took place in the students' knowledge on hydrogen safety and their willingness to acquire a hydrogen system in their homes. The smallest changes occurred in the students' knowledge in chemical reactions of hydrogen and their perception of the reliability and economy of hydrogen systems. The correlation between the given topics of knowledge and the given opinion statements was observed minor or even meaningless, particularly in the pre-assignment analysis. Instead, the number of statistically significant correlations tripled in the post-assignment analysis in comparison with the pre-assignment analysis, provided that the corresponding topics of knowledge were included in teaching. For example, a connection between the students' knowledge in hydrogen production, storage and safety and the students' willingness to acquire hydrogen technology in individual use was revealed during the teaching activity. Somewhat unexpected connections between knowledge and opinions were also found. For example, the pre-assignment data indicated that the more the student knows about hydrogen safety, the more economic he or she considers a hydrogen-based energy system in comparison with the present energy system.