Identification and characterization of students' attitudes toward technology as related to environmental problems
Abstract
Viewing the role of technology as either the cause of or solution to environmental problems may be unrealistic, and such extreme attitudes may inhibit the resolution of environmental problems. Courses that present a particular orientation toward the role of technology may encourage these extreme attitudes. Identifying attitudes of students enrolled in such courses and designing instruction to foster specific attitudes can lead to a more rational and objective attitude toward technology as related to environmental problems. The Scientific-Environmental-Technological (SET) literacy model was suggested as an appropriate framework for presenting the role of technology to students. A 34 item Likert scale was developed to measure attitudes as defined by two constructs: PRO-technology and ANTI-technology. Students enrolled in three courses (E200, Environment and People, K201, The Computer in Business, E100, Freshman Engineering Lectures), were asked to respond to the survey at the beginning and end of the fall, 1980 semester. The findings indicate that the survey was useful in identifying and characterizing attitudes of certain populations. The differences between the E200 and E100 students indicate that instruction that recognizes and examines the full range of perspectives on the impact of technology should be provided for these students.
- Authors:
- Publication Date:
- OSTI Identifier:
- 5788643
- Resource Type:
- Thesis/Dissertation
- Resource Relation:
- Other Information: Thesis (Ph. D.)
- Country of Publication:
- United States
- Language:
- English
- Subject:
- 29 ENERGY PLANNING, POLICY AND ECONOMY; ENVIRONMENTAL QUALITY; ATTITUDES; TECHNOLOGY UTILIZATION; EDUCATION; 290300* - Energy Planning & Policy- Environment, Health, & Safety; 290500 - Energy Planning & Policy- Research, Development, Demonstration, & Commercialization
Citation Formats
Lubbers, J D. Identification and characterization of students' attitudes toward technology as related to environmental problems. United States: N. p., 1984.
Web.
Lubbers, J D. Identification and characterization of students' attitudes toward technology as related to environmental problems. United States.
Lubbers, J D. 1984.
"Identification and characterization of students' attitudes toward technology as related to environmental problems". United States.
@article{osti_5788643,
title = {Identification and characterization of students' attitudes toward technology as related to environmental problems},
author = {Lubbers, J D},
abstractNote = {Viewing the role of technology as either the cause of or solution to environmental problems may be unrealistic, and such extreme attitudes may inhibit the resolution of environmental problems. Courses that present a particular orientation toward the role of technology may encourage these extreme attitudes. Identifying attitudes of students enrolled in such courses and designing instruction to foster specific attitudes can lead to a more rational and objective attitude toward technology as related to environmental problems. The Scientific-Environmental-Technological (SET) literacy model was suggested as an appropriate framework for presenting the role of technology to students. A 34 item Likert scale was developed to measure attitudes as defined by two constructs: PRO-technology and ANTI-technology. Students enrolled in three courses (E200, Environment and People, K201, The Computer in Business, E100, Freshman Engineering Lectures), were asked to respond to the survey at the beginning and end of the fall, 1980 semester. The findings indicate that the survey was useful in identifying and characterizing attitudes of certain populations. The differences between the E200 and E100 students indicate that instruction that recognizes and examines the full range of perspectives on the impact of technology should be provided for these students.},
doi = {},
url = {https://www.osti.gov/biblio/5788643},
journal = {},
number = ,
volume = ,
place = {United States},
year = {Sun Jan 01 00:00:00 EST 1984},
month = {Sun Jan 01 00:00:00 EST 1984}
}