ONCurrently, there is an oversupply of the World^s production of oil and other energy sources but the long-term trend is that these nonrenewable resources will become depleted.Ĉ urrently, there is an over supply of the world's production of oil and other energy sources but the long-term trend is that these non-renewable resources will become depleted. In the early seventies, the energy crisis focused the attention of many governments to promote energy conserving behaviors of its citizens. For example, countries such as the U.S.A., Sweden, and the Netherlands developed national energy education programs to promote their citizens' intelligent and responsible consumption of energy. Even a decade later, when immediate energy supplies appear to be assured, energy conservation continues to be actively promoted in many countries.A vital aspect in the efforts to promote energy conservation is the development of positive attitudes toward energy conservation and an improved knowledge of energy and energy conservation. Science educators interested in promoting energy conservation should consider the nature of their students' attitudes to different aspects of energy conservation. Similarly, since it is well accepted that attitudes are learned, information acquisition is central to attitude formation and attitude change (Shrigley, 1983). Consequently, science educators wishing to effect students' knowledge of energy and attitudes to energy conservation should investigate students' attitudes toward and knowledge of energy conservation in a variety of educational contexts and following a variety of educational experiences. However, some researchers (Lucas, 1981) warn that education may be an ineffective procedure for producing environmentally appropriate behavior.