Energy literacy of Indiana high school practical arts and vocational teachers

Thesis/Dissertation · Sat Jan 01 00:00:00 EST 1983

OSTI ID:5045934

Emshousen, Jr, F W

The purpose of the study was to develop an energy knowledge examination, investigate the extent high school teachers of home economics, agriculture, and industrial arts differ in their knowledge of energy, and to ascertain the extent their knowledge of energy differs with personal, educational, and geographic characteristics. Based upon literature review, a subject model was structured according to Bloom's (1956) taxonomy category of Knowledge and Hauenstein's (1972) procedure for classifying knowledges. Energy experts critically evaluated this model, which after refinement, was used to develop an Energy Knowledge Examination. The model consisted of six primary elements: sources, uses, costs, conservation, conversion, and policy issues. Energy experts reviewed items for accuracy, relevance, reading level, and clarity. The final instrument (65 multiple choice questions), was administered to a stratified random sample of Indiana public high school (IPHS) teachers from selected disciplines. Findings revealed significant biases among energy experts regarding relevance of specific subject content to the needs of teachers and students. Significant differences in the energy knowledge of IPHS teachers existed only in specific areas of the subject.

• OSTI ID: 5045934
• Resource Relation: Other Information: Thesis (Ph. D.)
• Country of Publication: United States
• Language: English

Related Subjects

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATION
29 ENERGY PLANNING
POLICY AND ECONOMY
ENERGY
EDUCATION
TRAINING
MANPOWER
LEARNING
320900* - Energy Conservation
Consumption
& Utilization- Education & Public Relations- (1980-)
290100 - Energy Planning & Policy- Energy Analysis & Modeling