Developing Students' Energy Literacy in Higher Education

Autor/inn/en	Cotton, Debby R. E.; Miller, Wendy; Winter, Jennie; Bailey, Ian; Sterling, Stephen
Titel	Developing Students' Energy Literacy in Higher Education
Quelle	In: International Journal of Sustainability in Higher Education, 16 (2015) 4, S.456-473 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-12-2013-0166
Schlagwörter	Energy; Scientific Literacy; Science Instruction; Teaching Methods; Case Studies; Energy Conservation; Foreign Countries; Mixed Methods Research; Environmental Education; College Students; Educational Research; Focus Groups; Behavior Change; Higher Education; Science Curriculum; Online Surveys; United Kingdom + Suchen Sie Ihr Suchwort? Energie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Energieerhaltung; Energiespeicherung; Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Collegestudent; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Großbritannien
Abstract	Purpose: This paper aims to investigate students' energy literacy at a UK university, and recommends ways in which it can be enhanced using a behaviour change model. Developing students' energy literacy is a key part of the "greening" agenda, yet little is known about how students develop their ideas about energy use and energy saving at a university. Design/methodology/approach: The research utilised a mixed-methods approach including an online survey (with 1,136 responses) and focus groups. Findings: The research identified strengths and weaknesses in students' energy literacy, and noted the relative influence of formal and informal curricula. The potential for aligning these curricula is highlighted through the 4Es model of enable, engage, exemplify and encourage. Research limitations/implications: The research involved a single instrumental case-study site. The wider applicability of the findings should therefore be tested further in other institutions. Practical implications: The research suggests ways in which universities might better support their students in making more sustainable energy-related behaviour choices, and it indicates the importance of knowledge as well as attitudes. Social implications: The research may have implications for the energy-saving behaviours of individuals in the wider society. Originality/value: Attempts to reduce energy use in higher education are widely seen in campus operations. This research provides an indication of the potential for enhancing energy-saving through different forms of curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01