The impact of curriculum-based learning on environmental literacy and energy consumption with implications for policy

Craig, Christopher A.; Allen, Myria Watkins

doi:10.1016/j.jup.2015.06.011

Cited by 50 publications

(23 citation statements)

References 29 publications

(55 reference statements)

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“…For instance, if parents were to discuss their children's level of control over appliances, some of the more cautious adults might allow their offspring more freedom. Finally, educators, such as schools, 18 have been successful in increasing the number of energy saving behaviours that families perform at home [32,47,53,54,[68][69][70][71], and should suggest a broad variety of ways to save power beyond turning off appliances [32,53]. 19 Such suggestions might be taken up most readily when supplied in context (e.g.…”

Section: Discussionmentioning

confidence: 99%

Kids and Kilowatts: Socialisation, energy efficiency, and electricity consumption in New Zealand

Aguirre‐Bielschowsky

Lawson

Stephenson

et al. 2018

Energy Research & Social Science

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Socialisation into electricity consumption usually occurs during childhood, but little is known about the socialisation processes involved. Here, we use interviews and focus groups to investigate how nine to ten-year-old children from New Zealand learn about, and consume, electricity in their homes. The children used a wide range of electrical appliances and engaged in different energy saving behaviours, often without being conscious of their implications. Control over appliances and learning through modelling, reminders and rules helped to socialise children into saving electricity, while nagging and inconsistent behaviours from parents were counterproductive. Conversations about energy were uncommon, but helpful for creating consciousness about energy use. We discuss the need for a more structured approach, through developing energy literacy, in order for children to use their agency, surpass their parents' level of energy saving practices, and stabilise energy saving behaviours through life. In addition, we provide recommendations on how parents, schools, the media and product developers can help in this process.

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Section: Discussionmentioning

confidence: 99%

Kids and Kilowatts: Socialisation, energy efficiency, and electricity consumption in New Zealand

Aguirre‐Bielschowsky

Lawson

Stephenson

et al. 2018

Energy Research & Social Science

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“…Education has been found to be one method for promoting behavior change, but only under certain circumstances (e.g., [10]; [11]). The environmental education literature offers insights into the connections between education and behavior change, and it also provides guidance on how to encourage pro-environmental behavior [12]; [13]; [14]; [15]. The notion that knowledge leads to awareness and then to action has been countered with studies that document that knowledge and skills are not enough to change behavior (e.g., [16]).…”

Section: Introductionmentioning

confidence: 99%

The role of climate change education on individual lifetime carbon emissions

2020

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Strategies to mitigate climate change often center on clean technologies, such as electric vehicles and solar panels, while the mitigation potential of a quality educational experience is rarely discussed. In this paper, we investigate the long-term impact that an intensive oneyear university course had on individual carbon emissions by surveying students at least five years after having taken the course. A majority of course graduates reported pro-environmental decisions (i.e., type of car to buy, food choices) that they attributed at least in part to experiences gained in the course. Furthermore, our carbon footprint analysis suggests that for the average course graduate, these decisions reduced their individual carbon emissions by 2.86 tons of CO 2 per year. Surveys and focus group interviews identify that course graduates have developed a strong personal connection to climate change solutions, and this is realized in their daily behaviors and through their professional careers. The paper discusses in more detail the specific components of the course that are believed to be most impactful, and the uncertainties associated with this type of research design. Our analysis also demonstrates that if similar education programs were applied at scale, the potential reductions in carbon emissions would be of similar magnitude to other large-scale mitigation strategies, such as rooftop solar or electric vehicles.

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“…To fulfill the goal of energy education, the status of people's knowledge, attitudes, and behavior that are relevant to the EE issues is of paramount importance. Many studies on energy literacy have reported little correlation between EE knowledge and energy-saving behavior (e.g., Ajzen, Joyce, Sheikh & Cote, 2011;Chen, Chou, Yen & Chao, 2015;Craig & Allen, 2015;DeWaters & Powers, 2011;Hu, Horng, Teng & Yen, 2013;Jurin & Fox-Parrish, 2008;Lee, Lee, Altschuld & Pan, 2015). The amount of knowledge does not alone lead to the altering of people's behaviors and lifestyles toward energy-saving, nor does it affect the attitude-behavioral consistency (e.g., Gifford & Nilsson, 2014;Leeuw, Valois, Ajzen & Schmidt, 2015;Ntona, Arabatzis & Kyriakopoulos, 2015;Stern, 2011).…”

Section: Introductionmentioning

confidence: 99%

An Integrated Model Approach: Exploring the Energy Literacy and Values of Lower Secondary Students in Japan

Akitsu¹,

Ishihara²

2018

INT J EDUC METHODOL

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Energy literacy is a minimum required capacity for developing a sustainable society that participates in and discusses on energy and environmental (EE) issues. Understanding the energy literacy structure is of significant importance for providing effective energy education to promote people's awareness of EE issues. In this article, an energy literacy structural model integrated with the Theory of Planned Behavior and Value-Belief-Norm Theory was investigated for 1070 lower secondary students (ages 13-15) in Japan. Structural equation modeling uncovered that the awareness of consequences is the most powerful predictor for the causality between basic energy knowledge and energy-saving behavior through the attitude toward the energy-saving behavior. A conditional process analysis elucidated that (1) the conditional effect of basic energy knowledge on the awareness of consequences depends on scientific literacy, critical thinking ability, and environmental worldview, and (2) the conditional direct and indirect effects in the mediation model of awareness of consequences on the attitude toward energy-saving behavior through the ascription of responsibility depend on environmental worldview or values and family discussion of energy-related issues. The energy literacy model proposed provides a theoretical contribution to the development of an effective energy education program.

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The impact of curriculum-based learning on environmental literacy and energy consumption with implications for policy

Cited by 50 publications

References 29 publications

Kids and Kilowatts: Socialisation, energy efficiency, and electricity consumption in New Zealand

Kids and Kilowatts: Socialisation, energy efficiency, and electricity consumption in New Zealand

The role of climate change education on individual lifetime carbon emissions

An Integrated Model Approach: Exploring the Energy Literacy and Values of Lower Secondary Students in Japan

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