<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Björn Andersson</style></author><author><style face="normal" font="default" size="100%">Frank Bach</style></author><author><style face="normal" font="default" size="100%">Ann Zetterqvist</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNDERSTANDING GLOBAL AND PERSONAL USE OF ENERGY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching programs</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2002</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2002</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1504180554.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In  this  article  we  report  an  investigation  of  some  aspects  of  students’ understanding  of the energy flow on earth and how people  might  economize on energy in their daily life. The method chosen is  to  give  the  students  pen-and-paper  faste tasks  of  the  open-answer  type.  The  written  responses  are analysed qualitatively. Categories  and  other  details  in  the  analysis  are  not decided in  advance  but  formed  through  interaction  with  the  actual  replies. The  investigation  has  been  part  of  a  Swedish  national  evaluation  made  in 1995 and 1998,  mainly involving  students aged 16 and 19. The results  show, among  other things,  that students describe only  a  few steps  and branches in the  energy flow on earth,   grossly  underestimate man’s use of  fossil  energy and  grossly overestimate the  global use of nuclear  energy.  Students'  answers concerning  economizing  on  energy on  the  personal level  concentrate  on  the use  of  electricity  for  lightin   and  housework.  Curricular  implications  of results  obtained  are  discussed, and  the  concept  ‘orientation  pattern’  is introduced as a tool that might help students improve their understanding   of the world around them.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">4 - 18</style></section></record></records></xml>