Abstract
The importance of energy as an essential ingredient in economic growth as well as in any strategy for improving the quality of human beings is well established. Energy is fundamental for the social and economic development and stability of any country. Energy is defined as the ability to do work (Force x Length). Commonly used phrases concerning force among peoples similar concept confusion problems existed everywhere. A clear understanding of the restricted, thermodynamic definition of the terms "heat", "work", and "energy" is complicated by the fact that they are already a part of the students' everyday in a general and imprecise fashion. Energy had been regarded as a difficult subject for young students by chemistry teachers, researchers and educators. The reasons for this vary from the abstract nature of many energy concepts to the difficulty of the language of energy. Many of the arguments concerning the teaching of energy stem from ambiguity in the use of language and the sequences in which topics are taught. Commonly used phrases concerning energy among peoples similar language problems existed everywhere. One of the objectives of any desirable program of energy education is to make the students aware of various types of non-renewable and renewable sources of energy, their resource potential, existing technologies to harness them, economics and energetics of these technologies, and their socio-cultural and environmental aspects.