Externalities still underrated in energy education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F24%3A00135519" target="_blank" >RIV/00216224:14230/24:00135519 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/46747885:24510/24:00012408

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S0960148124002131" target="_blank" >https://www.sciencedirect.com/science/article/pii/S0960148124002131</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.renene.2024.120148" target="_blank" >10.1016/j.renene.2024.120148</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Externalities still underrated in energy education

Popis výsledku v původním jazyce

Energy literacy is a key factor for understanding, acceptance, and public support of the ongoing transformations in the energy sector. This study aimed to assess the cognitive dimension of energy literacy among teenage students from the Czech Republic. We have tested their knowledge of energy-related issues in a broader technical, environmental, and socio-economic context of energy production. Altogether, N = 244 eighth-grade students from seven elementary schools participated in the open-question assessment, followed by data analysis and quantification of the results. The main finding is that students perform unsatisfactorily on several key points necessary to understand energy generation, transformation, and collateral impacts. Energy externalities were identified as the most substantial topic in energy education that is underrepresented in the active knowledge of young students. A literature survey suggests that this problem might be quite widespread. Recommendations are provided for learning interventions that should equip future citizens for an evidence-based public debate on the transition to sustainable energy sources.

Název v anglickém jazyce

Externalities still underrated in energy education

Popis výsledku anglicky

Energy literacy is a key factor for understanding, acceptance, and public support of the ongoing transformations in the energy sector. This study aimed to assess the cognitive dimension of energy literacy among teenage students from the Czech Republic. We have tested their knowledge of energy-related issues in a broader technical, environmental, and socio-economic context of energy production. Altogether, N = 244 eighth-grade students from seven elementary schools participated in the open-question assessment, followed by data analysis and quantification of the results. The main finding is that students perform unsatisfactorily on several key points necessary to understand energy generation, transformation, and collateral impacts. Energy externalities were identified as the most substantial topic in energy education that is underrepresented in the active knowledge of young students. A literature survey suggests that this problem might be quite widespread. Recommendations are provided for learning interventions that should equip future citizens for an evidence-based public debate on the transition to sustainable energy sources.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Renewable Energy

ISSN

0960-1481

e-ISSN

1879-0682

Svazek periodika

224

Číslo periodika v rámci svazku

April

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

16

Strana od-do

1-16

Kód UT WoS článku

001202331800001

EID výsledku v databázi Scopus

2-s2.0-85185478266