Abstract—Green energy is promoted via education and training. In education, concepts are the cornerstone in knowledge creation. Comparative analysis in the present paper assists in the discovery of patterns of processes of conceptual change. The aim of this paper is to compare processes of conceptual change underpinning the enhancement of implementation of green energy education and training. Our motivation here is to identify an efficient process of conceptual change for the enhancement of implementation of green energy education and training. The novelty of the research presented in this paper lies in the formulated implications for research and practice devoted to the efficient implementation of green energy education and training.
Index Terms—Component, green energy education and training, processes of conceptual change, comparative analysis.
Andreas Ahrens is with Hochschule Wismar, University of Technology, Business and Design, Philipp-Müller-Straße 14, 23966 Wismar, Germany (e-mail: email@example.com).
Jeļena Zaščerinska and Ludmila Aļeksejeva are with Department of Higher Education Research at Centre for Education and Innovation Research / CEIR, Riga, Latvia (e-mail: Ceir2012@gmail.com, firstname.lastname@example.org).
Christoph Lange is with ochschule f r Technik und irtschaft erlin University of Applied Sciences, Wilhelminenhofstraße 75A, 12459 Berlin, Germany (e-mail: Christoph.lange@HTW-Berlin.de).
Cite: Andreas Ahrens, Jeļena Zaščerinska, Christoph Lange, and Ludmila Aļeksejeva, "A Comparative Analysis of Processes of Conceptual Change for the Enhancement of Implementation of Green Energy Education and Training," International Journal of Information and Education Technology vol. 11, no. 1, pp. 47-51, 2021.Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).