Determined if, after in-service programs, teachers' attitudes toward energy conservation were transferred to their students (including fourth-grade, seventh-grade, and high school students). Results (based on correlations) indicate that the hoped-for transfer of teacher attitudes toward energy to their students may not take place. (JN)

In a survey conducted in Iowa, 136 teachers responded to a 52-item questionnaire to evaluate energy education workshops they attended, identify beliefs and practices concerning energy education, and identify perceived knowledge needed in energy education. Materials to create more student involvement in lessons was the top-rated need. (MNS)

Describes changes in teacher attitudes after completion of an inservice energy education workshop. Although there was a decrease in favorable attitudes towards curricular change, there was a modest, positive effect on participants (N=132) which should help to promote energy education. (DH)

Inservice workshops were conducted to help elementary teachers (self-contained and subject specialists) understand energy issues. Information/background, sources of materials/activities, experiments/demonstrations, and evaluation are discussed. One important aspect of the project was the local utilities' involvement in the workshops. (DH)

Investigated developmental and/or sex components of energy attitudes using Kuhn's Energy Opinionnaire. Results indicate that changes in student attitudes through grade levels are consistent with cognitive and affective development literature and that sex differences are more pronounced in older students (with females having a more external world…

Describes a study to evaluate the effect of the Energy Education Curriculum Program as perceived by elementary and secondary classroom teachers. Results indicate that energy education is taught in schools when materials and information are made available to the classroom teacher. (RT)

Determined if student's perceptions of their classroom psychosocial environments were related to their knowledge of energy concepts and their attitudes toward energy. Reported grade level differences in the relationships. Found that the most relevant factors appeared to be competitiveness for the seventh graders and cohesiveness for the fourth…