Multi-Faceted Approaches to Energy Education - PowerPoint Presentation

Slide1

Multi-Faceted Approaches to Energy Education

Billy Bennett

Scott Townsend

Melinda Wilder

Eastern Kentucky University

Slide2

Background

Energy as a reemergence of national concern (USDOE, 2011)

Very little recent research on effective energy programs

for teachers

Poses a challenge for science and environmental teacher educators

Most available information dates back to 1970-1980s (

Bitner-Corvin

, 1983; Dunlop & Fazio, 1981;

Liarakou

,

Gavrilakis

, &

Flouri

, 2009)

Urgent need for new programs and updated research in energy education regarding both awareness and action.

Slide3

Project Goals

Provide opportunities for all preservice teachers

and many inservice teachers attending EKU t0

learn about effective energy education through a variety of venues.

Develop modules and course shells to share with teacher educators within state.

Funding provided by Kentucky Department for Energy Development and Independence

Slide4

Six Components

Teaching modules for science methods courses

Teaching module for environmental education endorsement course

Integrate energy topics into a service learning venue

Three credit hour energy content course

Dissemination of useable products

KY NEED energy education training workshops

Slide5

Discussion Questions

Are the components transferrable to your teaching situation?

What questions do you have about specific components?

What are your suggestions for improvement?

What is the best avenue for sharing the products?

What are some other energy education resources that could be used in these courses?

Slide6

Elementary, Middle and SecondaryIntegrated throughout by using examples when teaching specific teaching strategies.Assessment pre/post energy awareness

Energy content pre/post survey for elementary

Energy content post survey for middle and secondary.

Science Methods Classes

Slide7

Science Methods Courses

Teaching Topic/Strategy

Teaching Resource/Activity

Energy Content

Standards

Energy content scavenger hunt of the current Core Content for Assessment

Variety

Nature of Science

Build

a Sentence

Heat and Thermal Energy

Science Misconceptions

Turning the Dial,

Uncovering Student Ideas in Science, Vol.

Heat and Thermal Energy

Mirrors,

Minds of our Own

Light Energy

Concept Mapping

Mirrors,

Minds of our Own

Light Energy

Discrepant Events

Ice Melting Blocks, Educational Innovation

Heat and Thermal Energy

Levels of Inquiry

Roller Coasters, CPO Science

Foam Roller Coasters

Energy Transformations, Potential & Kinetic Energy

Film Canister Rockets

Chemical Energy

Learning Cycle

Energy Flow in Ecological Systems

Energy Pyramid

Sounds All Around

Sound Energy

Convection Currents,

Convection: A Current Event

, GEMS, Lawrence Hall of Science

Convection

Practical Technology

Labquests

Digital Cameras

Endo/Exothermic Reactions

Food Chain Scavenger Hunt

Chemical Energy

Energy Flow in an Ecosystem

Slide8

Evaluation

Slide9

CNM 800, Environmental IssuesEnergy Modules

Course Description

Students

will learn to investigate and evaluate

environmental issues

as well as plan appropriate action based on their analysis

.

Format

Hybrid: Meet on campus every other week.

Energy Modules

Energy

Alternative Fuels

Coal

Slide10

Format For each module

First class period

Activities focusing on the topic

Content reading

Second class period (electronically)

Jigsaw assignment focusing on evaluating the issue from a variety of viewpoints

Slide11

Intro to Energy Module

Class Activity

NEED Science of Energy

Content Focus

Forms of Energy

Energy Transformation

Law of Conservation of

Energy

Slide12

Alternative Fuels

Class Activity

Video clips

There Is No Energy Crisis, There is a Crisis of Ignorance

The Great Squeeze, Surviving the Human Project

Rank Order Activity

Emergency 25 Point Plan of Action,

Confronting Collapse: The Crisis of Energy and Money in a Post Peak Oil World,

Michael

Ruppert

Content

Renewable, Non-renewable, Economic Value, Coal, Oil, Hydroelectric, Nuclear, Wind, Biofuel, Carbon, Lignite, Clean, Visual Impact, Biodiversity loss

Slide13

Coal

Class Activity

Coal in US, mapping activity

Conserving Electric Energy, American Coal Foundation

Video

Coal in Kentucky

Content

What is coal and how is it formed?

How is coal classified?

What are the different methods of mining coal in Kentucky?

What are the primary uses of coal in Kentucky, in the US?

What are the primary environmental concerns connected with the use of coal?

Slide14

EvaluationPre/Post Energy Awareness Survey

Slide15

Evaluation

Slide16

EMG 707 Service Learning as Pedagogy

Course Description: The course is designed to use the Earth Force model of service learning. Classroom strategies and techniques will be modeled and a class environmental service project will be planned and carried out

.

Format: All on campus

Slide17

Grant funding from 2 different sources

Slide18

Earth Force Service Learning Project Spring 2011

EKU’s

Maywoods Environmental and Education Laboratory

became the community focus for our project to improve existing policies and practices regarding energy efficiency.

Project goal: Focus on best practices for energy efficiency and promote environmental awareness in the community

.

Slide19

Committees

New energy education activity kit

Energy audit and pricing

Publicity

Updated environmental practices manual

Slide20

Schedule and analyze energy audit and make recommendations for Maywoods

Lodge

Criteria

Items recommended will have a high return on investment (ROI)

Items will also have a short payback time.

Get prices for recommended changes

Audit and Pricing

Slide21

Conducting an Energy Audit

Slide22

Recommendations

Replace all

incandescent

light bulbs with CFL

bulbs.

Replace dishwasher with a energy star appliance

.

Install weather stripping and caulk around doors and windows

.

Purchase recycling containers.

Slide23

Connecting Schools, Communities

and Service Learning : Student reflections

Enhancement of criteria based decision making to solve real life environmental problems using all core subject areas

Reflective writing to refine activity processes and project goals

Implementation of democratic principles for project selection

Mathematical problem solving and budgeting

Slide24

Evaluation

results

Slide25

Final Reflection Essays

83 % of students reported making energy conservation efforts in their personal lives and that they had influenced family members, students and coworkers, by modeling best practices for conserving energy

83% reported that they thought the “process” was valuable as a learning /teaching tool

100% of students reported that the course will help them professionally

Slide26

Selected

Energy Related Assignments

Assignment

Mean (%)

SD

n

Project Presentation

100

0

11

Earth Force Service Learning Plan

95.0

20.55

12

Slide27

Spring 2012 ProjectCommunity: Madison County Humane Society

Energy Issue: Lack of energy conservation measures

Project: Appliances, windows, informational signs.

Timeline: April 18

th

event, April 25

th

presentation May

2

nd

Celebration!

Slide28

EMG 807: Energy as a Unifying Concept in Science Teaching

Course Description

Format

Hybrid (50% online & 50% onsite)

Online (Annenberg Media –

www.learner.org

) to supplement onsite class activities

Schedule

Energy content

Evaluation

Pre/Post Energy Concept Inventory (ECI)

Weekly Assignments (readings, reflections, quizzes)

Pre/Post Energy Awareness Survey

Slide29

Week 1:

What is Energy?

Force and Work

Week 2:

Transfer and Conversion of Energy

Energy in Cycles

Week 3:

Energy in Food

Energy Flow in Ecological Communities

Week 4:

Energy and Systems

Heat, Work, and Efficiency

 

Week 5:

Energy and Socio-scientific Issues

Week 6:

NEED Project Professional Development (6 hours)

Six-Week Course Sequence

Slide30

ECI Test Overall Scores

Pseudo

Pre-Score (30)

Pre-Percentage

Post-Score (30)

Post-Percentage

Difference%

Steve

10

0.33

27

0.90

0.57

Natalie

16

0.53

24

0.80

0.27

Sherry

11

0.37

24

0.80

0.43

Katy

9

0.30

22

0.73

0.43

Charlie

10

0.33

21

0.70

0.37

Gwen

4

0.13

28

0.93

0.80

Anita

7

0.23

25

0.83

0.60

Sheila

4

0.13

17

0.57

0.43

Jonathon

18

0.60

25

0.83

0.23

Jerry

14

0.47

25

0.83

0.37

Jesse

11

0.37

26

0.87

0.50

Fannie

8

0.27

24

0.80

0.53

Freddie

20

0.67

29

0.97

0.30

Average Pre

Average Post

AVG Increase

0.36

0.81

0.45

Slide31

Individual Item Score

Question #

Pre # correct

Pre Percent (#correct/13)

Post # correct

Post Percent (#correct/13)

Item Increase

% Increase

1

6

46.15%

12

92.31%

6

46.16%

2

6

46.15%

11

84.62%

5

38.47%

3

0

0.00%

3

23.07%

3

23.07%

4

3

23.07%

11

84.62%

8

61.55%

5

2

15.38%

13

100.00%

11

84.62%

6

2

15.38%

3

23.07%

1

7.69%

7

10

76.92%

13

100.00%

3

23.08%

8

2

15.38%

9

69.23%

7

53.85%

9

2

15.38%

9

69.23%

7

53.85%

10

1

7.69%

6

46.15%

5

38.46%

11

8

61.54%

13

100.00%

5

38.46%

12

10

76.92%

13

100.00%

3

23.08%

13

3

23.07%

12

92.31%

9

69.24%

14

13

100.00%

13

100.00%

0

0.00%

15

6

46.15%

12

92.31%

6

46.16%

16

2

15.38%

6

46.15%

4

30.77%

17

4

30.77%

11

84.62%

7

53.85%

18

10

76.92%

13

100.00%

3

23.08%

19

1

7.69%

9

69.23%

8

61.54%

20

6

46.15%

13

100.00%

7

53.85%

21

5

38.46%

13

100.00%

8

61.54%

22

6

46.15%

12

92.31%

6

46.16%

23

11

84.62%

13

100.00%

2

15.38%

24

3

23.07%

9

69.23%

6

46.16%

25

2

15.38%

10

76.92%

8

61.54%

26

6

46.15%

11

84.62%

5

38.47%

27

3

23.07%

6

46.15%

3

23.08%

28

8

61.54%

13

100.00%

5

38.46%

29

0

0.00%

8

61.54%

8

61.54%

33

1

7.69%

11

84.62%

10

76.93%

Slide32

Question #33

d. It will increase it (Pre 1/13 & Post 10/13)

Anita (7/30 to 25/30)

Pre

: “It will have no effect because the heat in the room will transfer into the refrigerator.”

Post:

“The temperature of the room will increase because it is in a closed system. The energy comes to the refrigerator through the electric cord and the heat energy from the motor has nowhere to go but into the room so the room will warm up.”

Slide33

Question #17

You put fresh batteries into a flashlight. Then you turn it on and leave it on until the bulb gradually dims and finally goes out. Which statement best describes the involvement of energy in this process?

The energy has been used up by the bulb and no longer exists anywhere.

All the energy that the batteries originally had when new still exists somewhere or other.

The energy of the batteries was converted to heat by the bulb, so it no longer exists.

The amount of energy in the flashlight, batteries, and bulb remain the same, because energy is conserved.

The energy has moved from one end of the batteries to the other.

b. Still exists somewhere or other (Pre 4/13 & Post 11/13)

Steve (10/30 to 27/30)

Pre

: “A. Battery life is always finite.”

Post:

“B. All the energy that entered the system left the system. It entered in the form of chemical potential energy (the battery) and left in the form of heat and light.”

Slide34

Question #6

Question 6. Consider a system that consists of only the

earth and box

. A battery powered motor not considered part of the system lifts the box from the ground to a certain height above the earth’s surface.

Which statement below is most accurate after the box has been lifted?

The energy in the box has increased.

The energy in the box has decreased.

The energy in the system remains the same, because the box is not moving.

The energy in the system has decreased.

The energy in the system has increased.

e. Energy increase. (Pre 2/13 & Post 13/13)

Slide35

Sample ECI Pre/Post Response

21. (b)

Pre = 5/13

Post = 13/13

Slide36

Energy Course Results

All course participants increased their ECI scores

There was an increase on each item in the ECI

Item explanations for each pre/post test question generally improved

Course participants were more likely to discuss the idea of “systems” in their responses.

Course participants were more likely to give more in-depth responses reflecting a higher level of conceptual understanding

Slide37

Evaluation Results

Slide38

ConclusionsGoal 1—Infuse energy education throughout

preservice

and

inservice

curriculum

Preservice

curriculum

All elementary

preservice

through elementary science methods

Only middle grades and secondary science

preservice

teachers

Inservice

curriculum

Three courses which included all grades levels and a variety of content levels for elementary and middle grades teachers.

Slide39

ConclusionsGoal 2: Impact knowledge and attitudes

Knowledge

Energy Concept Inventory—positive gain

Other content assignments—positive results

Energy Awareness

Science Methods Courses—mixed results

Service Learning as Pedagogy—positive gain

Environmental Issues—slight positive gain

Energy Content Course—slight positive gain

Slide40

ConclusionsGoal 3: Abilities to implement effective energy education into K-12 classrooms

Service Learning as Pedagogy

Service Learning Action—high scores

Environmental Issues

Energy Lesson Plan—mixed scores

Slide41

Resources

All course resources available

http://www.naturalareas.eku.edu/uenergyed.php

Contacts

Dr. Scott Townsend, PI ,

scott.townsend@eku.edu

Billy Bennett,

william.bennett@eku.edu

Dr. Melinda Wilder,

melinda.wilder@eku.edu

Slide42

Discussion QuestionsAre the components transferrable to your teaching situation?

What questions do you have about specific components?

What are your suggestions for improvement?

What is the best avenue for sharing the products?

What are some other energy education resources that could be used in these courses?