Energy literacy is a developing field of research and practice that provides a comprehensive way of understanding how energy functions in the universe, on the earth, and in our social and personal lives. This literature review, building on an increasing momentum of research across various disciplines, outlines current energy literacy scholarship…

The transition from centralized energy systems based on fossil fuels to renewable-based systems is a macro-level societal shift necessitated by climate change. This review of recent environmental education (EE) research identifies gaps and opportunities for promoting environmental action in this new context. We found that environmental educators…

Energy literacy is a broad term encompassing content knowledge as well as a citizenship understanding of energy that includes affective and behavioral aspects. This article presents explicit criteria that will serve as a foundation for developing measurable objectives for energy literacy in three dimensions: cognitive (knowledge, cognitive…

A 21-item scale combining and modifying an environmental paradigm and a social paradigm was used in 2 surveys. This paper compares attitudinal dimensions resulting from factor analysis. Similarities in terms of relationships between scores on the scale and preferences for energy-related options were also assessed. (Author/CW)

Presented are the results of a four-wave panel study to determine the relationship of communication to conservation behaviors. This study found that energy-related content in the mass media bears stronger relationships with the perceived importance of the energy problem than with adoption of energy conservation behavior. (Author/CW)

Described is a study to determine the relationship between energy knowledge and gender. Differences in levels of energy understanding were related to both gender and geographical location. Also noted is a low level of energy literacy in general. (CW)

Reports on the results of a survey of homeowners in two Wisconsin communities which examined the relationship of media use to a set of cognitive, attitudinal, and behavioral components of energy conservation. Suggests that conservation campaigns take into account communication patterns and energy use of specific groups of consumers. (TW)

Examines the effects of sex, grade level, region, and academic preparation of secondary school students on energy opinions. Assesses the responses of students on energy items related to the government, cars, and conservation. Results reveal significant regional and sex differences. (ML)

Compares survey findings from 1971 and 1981 on university student perceptions and attitudes on environmental/energy questions. Five major categories were assessed and significant differences were observed between the surveys. A more materialistic lifestyle with less concern for environmental issues and concerns was indicated in the 1981 survey.…

Reports on a study to compare the energy attitudes of ninth-grade students by gender and by their geographical location. Results indicated that students in Maine had more positive attitudes than those in New Brunswick, that females in both locations had more positive attitudes than males, but that, overall, all had nonpositive attitudes. (TW)

Compares the results of surveys done in 1975 and 1985 with Indiana teachers regarding their physical environment and related problems. Results indicated that teachers had limited environmental literacy but had higher marks in 1985 than in 1975. (TW)

Student knowledge about environmental issues related to energy and pollution was analyzed in a national probability sample of high school seniors. Parental level of education, quantity of high school science courses, and gender were all significantly related to students' knowledge levels. Bias in favor of males remained even when the number of…

Reports on a survey of resource centers and classroom teachers in Arizona regarding their use of energy education materials. Results indicated that a variety of energy education materials are available but are underutilized and that the implementation of energy education may be more dependent on the administration than the teachers. (TW)