The purpose of this study is to develop a measurement tool to determine the energy literacy levels of secondary school students in science classes. This study was conducted using a survey design, which was addressed within the scope of quantitative study methodology. The sample of the study consisted of 278 secondary school students enrolled in two secondary schools located in Ağrı province. In this study, a measurement tool consisting of three parts was developed based on expert opinions. The first part of the measurement tool was developed to determine students' cognitive energy literacy levels. The results indicated that, a multiple-choice test consisting of 38 questions with moderate difficulty, high discriminative power, and high reliability was obtained. The second part of the measurement tool was developed to determine students' affective energy literacy levels. As a result of the analysis conducted for the second part, a questionnaire consisting of 16 items, with a four-factor structure and high reliability, was obtained. The third part of the measurement tool was developed to assess students' behavioral energy literacy levels. Analysis of the third part revealed that, a questionnaire consisting of 17 items, with a four-factor structure, and high reliability was obtained.
Ürey et al. (Thu,) studied this question.
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