Establishing Measurement Criteria for an Energy Literacy Questionnaire

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The Climate Change Attitude Survey: Measuring Middle School Student Beliefs and Intentions to Enact Positive Environmental Change (2015, background): “Citizens who are knowledgeable about energy-related issues do not necessarily change their behaviors or even intend to change their behaviors in the effort to conserve energy and the environment (DeWaters & Powers, 2013).”
Environmental education in transition: A critical review of recent research on climate change and energy education (2019, methodology): “By contrast, the energy literacy criteria we reviewed emphasized “practical energy-related content knowledge as it relates to students’ own lives” rather than the “formal knowledge required by an energy scientist or professional” (DeWaters & Powers, 2013, p. 46).”
Designing an Energy Literacy Questionnaire for Middle and High School Youth (2013, methodology): “…of Environmental Education [NAAEE], 2004; Pearson & Young, 2002; Simmons, 1995; Volk & McBeth, 1997), we have defined energy literacy as a “citizenship understanding” of energy that encompasses broad content knowledge as well as affective and behavioral aspects (DeWaters & Powers, 2013).”