Utilization of Existing Energy Teaching Materials

Kohl, J.

doi:10.1080/00958964.1981.10801909

Cited by 5 publications

(4 citation statements)

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“…Often the changes were minimal, e.g., substituting "made" for "converted" or "produced," or "fuel supply" for "fossil fuel energy reserve" (9,15,16,18,19,21). Sometimes specific instances were made more general, e.g., using "almost all" instead of 90% (7,8,11,12). The remaining six modifications were more substantial and are included with the high school student items in Table 1.…”

Section: Methodsmentioning

confidence: 99%

Student Knowledge of Energy Issues

Lawrenz

1983

School Sci & Mathematics

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Section: Methodsmentioning

confidence: 99%

Student Knowledge of Energy Issues

Lawrenz

1983

School Sci & Mathematics

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“…Today there are a number of different energy programs available (cf. Kohl, 1981) and there are so many new texts and materials that rankings and selection techniques such as those provided by McKenna (1981), and Rassen (1982) are necessary.…”

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confidence: 99%

Attitudes Toward Energy Among Students In Grades 4, 7 And High School

Lawrenz

Dantchik

1985

School Sci & Mathematics

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“…In many countries, there has been considerable effort devoted to providing energy education for the school-aged population. For example, energy education programs implemented in the U.S.A., England, and the Netherlands have been described by Kohl (1981), Gray (1981), and Durr (1981) respectively. However, no specific energy education programs have been implemented in Australian schools.…”

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confidence: 99%

Students' Knowledge of Energy and Attitudes to Energy Conservation

Vlahov

Treagust

1988

School Sci & Mathematics

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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.

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Utilization of Existing Energy Teaching Materials

Cited by 5 publications

References 0 publications

Student Knowledge of Energy Issues

Student Knowledge of Energy Issues

Attitudes Toward Energy Among Students In Grades 4, 7 And High School

Students' Knowledge of Energy and Attitudes to Energy Conservation

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