Factors in Helping Educate about Energy Conservation

Abstract

Three different groups of students were surveyed (years 1995, 2002, and 2003) to determine their attitudes regarding the environment and environmental issues, and particularly energy use. Two groups (1995 and 2003) were purposely selected to be interviewed about energy issues. The survey revealed that all groups had bell-shaped spreads with the means skewed to the environmental side. Although all groups shared many similarities, those interviewees that expressed more positive environmental attitudes tended to be the ones that acted more on their knowledge. However, a notable trend was the lack of action overall, regardless of espoused beliefs. Factor analyses showed factors similar to a study from 1991, but were unique in themselves. In general, these factors showed a focus on governmental intervention to mandate regulations on energy conservation, yet a schism where business is too restricted and a belief that technology will resolve the issues. Consequences for educators are that students may feel disempowered to change their own behaviors if they perceive that others will, or should, resolve the energy problems we face. Education should focus on personal empowerment as well as the issue itself.