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Abstract
This study investigated urban eighth-grade students’ knowledge of energy resources and associated issues including energy acquisition, energy generation, storage and transport, and energy consumption and conservation. A 39 multiple-choice-item energy resources knowledge assessment was completed by 1043 eighth-grade students in urban schools in two cities in Pennsylvania, USA. Mean scores for the entire assessment measure indicated low conceptual energy knowledge of the eighth-grade students. Subscale means revealed that student understandings of energy resource acquisition, energy generation, storage and transport, and energy consumption and conservation are not satisfactory. Distractor analysis identified many misunderstandings that eighth-grade students hold with regard to energy resources. Findings revealed that students did not have a sound knowledge and understanding of basic scientific energy resources facts, issues related to energy sources and resources, general trends in the US energy resource supply and use, and the impact energy resource development and use can have on society and the environment. Implications for teacher enactment of energy resources curriculum activities are discussed.
Acknowledgements
This work was supported in part by the Toyota USA Foundation. The author gratefully acknowledge the assistance of David Anastasio, Dork Sahagian, Tamara Peffer, Lori Cirucci, Violet Kulo, and Victoria Arnord without whose help this work would not have been possible.
Notes
The energy resources knowledge assessment is available online at: http://ei.lehigh.edu/eli/research/erca.pdf
