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Bio-energy and youth: Analyzing the role of school, home, and media from the future policy perspectives

Listed author(s):
  • Halder, Pradipta
  • Havu-Nuutinen, Sari
  • Pietarinen, Janne
  • Pelkonen, Paavo
Registered author(s):

    The study investigated the relationships between students' perceived information on bio-energy from school, home and media and their perceptions, attitudes, and knowledge regarding bio-energy. The study also analyzed the scope of future policies to raise awareness among young students about bio-energy. Data drawn from 495 Finnish students studying in ninth grade revealed that the students were more positive in their attitudes towards bio-energy compared to their perceptions of it. They were very positive about learning about bio-energy, while not so eager towards its utilization. It appeared that school, home, and media all had statistically significant effects on students' perceptions, attitudes, and level of knowledge related to bio-energy. Three principal components emerged from students' perceptions and attitudes towards bio-energy viz. [`]motivation' revealing students' eagerness to know more about bio-energy; [`]considering sustainability' revealing their criticality of forest bio-energy; and [`]utilization' revealing their state of interests to use bio-energy. Bio-energy policies to be effective must consider the role of school, home, and media as important means to engage young students in bio-energy related discussions. It is also desirable to establish interactions between energy and educational policies to integrate the modern renewable energy concepts in the school curriculum.

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    File URL: http://www.sciencedirect.com/science/article/pii/S0306-2619(10)00419-8
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    Article provided by Elsevier in its journal Applied Energy.

    Volume (Year): 88 (2011)
    Issue (Month): 4 (April)
    Pages: 1233-1240

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    Handle: RePEc:eee:appene:v:88:y:2011:i:4:p:1233-1240
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    1. Viklund, Mattias, 2004. "Energy policy options--from the perspective of public attitudes and risk perceptions," Energy Policy, Elsevier, vol. 32(10), pages 1159-1171, July.
    2. Dias, Rubens A. & Mattos, Cristiano R. & Balestieri, Jose A. P., 2004. "Energy education: breaking up the rational energy use barriers," Energy Policy, Elsevier, vol. 32(11), pages 1339-1347, July.
    3. Halder, Pradipta & Pietarinen, Janne & Havu-Nuutinen, Sari & Pelkonen, Paavo, 2010. "Young citizens' knowledge and perceptions of bioenergy and future policy implications," Energy Policy, Elsevier, vol. 38(6), pages 3058-3066, June.
    4. Hondo, Hiroki & Baba, Kenshi, 2010. "Socio-psychological impacts of the introduction of energy technologies: Change in environmental behavior of households with photovoltaic systems," Applied Energy, Elsevier, vol. 87(1), pages 229-235, January.
    5. van der Gaast, Wytze & Begg, Katherine & Flamos, Alexandros, 2009. "Promoting sustainable energy technology transfers to developing countries through the CDM," Applied Energy, Elsevier, vol. 86(2), pages 230-236, February.
    6. Owens, Susan & Driffill, Louise, 2008. "How to change attitudes and behaviours in the context of energy," Energy Policy, Elsevier, vol. 36(12), pages 4412-4418, December.
    7. Zografakis, Nikolaos & Menegaki, Angeliki N. & Tsagarakis, Konstantinos P., 2008. "Effective education for energy efficiency," Energy Policy, Elsevier, vol. 36(8), pages 3216-3222, August.
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