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Multi-Faceted Approaches to Energy Education
Billy BennettScott TownsendMelinda Wilder
Eastern Kentucky University
BackgroundEnergy as a reemergence of national concern
(USDOE, 2011)Very little recent research on effective energy
programs for teachersPoses a challenge for science and environmental
teacher educatorsMost 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.
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
Six ComponentsTeaching 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
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?
Elementary, Middle and SecondaryIntegrated throughout by using examples
when teaching specific teaching strategies.Assessment pre/post energy awarenessEnergy content pre/post survey for
elementaryEnergy content post survey for middle and
secondary.
Science Methods Classes
Science Methods CoursesTeaching 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 ScienceFoam 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 TechnologyLabquestsDigital Cameras
Endo/Exothermic ReactionsFood Chain Scavenger Hunt
Chemical EnergyEnergy Flow in an Ecosystem
Evaluation
Attitu
de
Awar
enes
s
Knowle
dge
Behav
ior
Mot
ivat
ion
Ove
rall
0
10
20
30
40
50
60
70
80
90
ESE 561-761 Fall 2011
Pre-test %Post-test %
Perc
enta
ges
Attitu
de
Awaren
ess
Knowle
dge
Behav
ior
Mot
ivatio
n
Overa
ll0
10
20
30
40
50
60
70
80
90
EMG 492 Fall 2011
Pre-test %Post test %
Perc
enta
ges
CNM 800, Environmental IssuesEnergy Modules
Course DescriptionStudents will learn to investigate and
evaluate environmental issues as well as plan appropriate action based on their analysis.
FormatHybrid: Meet on campus every other week.
Energy Modules EnergyAlternative FuelsCoal
FormatFor 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
Intro to Energy ModuleClass Activity
NEED Science of Energy
Content FocusForms of EnergyEnergy TransformationLaw of Conservation of Energy
Alternative FuelsClass 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
ContentRenewable, Non-renewable, Economic Value, Coal,
Oil, Hydroelectric, Nuclear, Wind, Biofuel, Carbon, Lignite, Clean, Visual Impact, Biodiversity loss
CoalClass Activity
Coal in US, mapping activityConserving Electric Energy, American Coal FoundationVideo
Coal in Kentucky
ContentWhat 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?
EvaluationPre/Post Energy Awareness Survey
Attitude Awareness Knowledge Behavior Motivation Overall0
10
20
30
40
50
60
70
80
90
100
CNM 800 Energy Awareness Test
Pre Test %
Post-Test %
Categories
Per
cen
tag
e
EMG 707 Service Learning as PedagogyCourse 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
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.
Committees• New energy education activity kit
• Energy audit and pricing
• Publicity
• Updated environmental practices manual
• 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
RecommendationsReplace 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.
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
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
Selected Energy Related Assignments
Assignment Mean (%) SD n
Project Presentation 100 0 11
Earth Force Service Learning Plan
95.0 20.55 12
Spring 2012 ProjectCommunity: Madison County Humane
Society
Energy Issue: Lack of energy conservation measures
Project: Appliances, windows, informational signs.
Timeline: April 18th event, April 25th presentation May 2nd Celebration!
EMG 807: Energy as a Unifying Concept in Science Teaching
Course DescriptionFormat
Hybrid (50% online & 50% onsite)Online (Annenberg Media – www.learner.org) to
supplement onsite class activitiesSchedule
Energy contentEvaluation
Pre/Post Energy Concept Inventory (ECI)Weekly Assignments (readings, reflections, quizzes)Pre/Post Energy Awareness Survey
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
ECI Test Overall ScoresPseudo 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
Individual Item ScoreQuestion # 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%
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.”
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?
a. The energy has been used up by the bulb and no longer exists anywhere.b. All the energy that the batteries originally had when new still exists
somewhere or other.c. The energy of the batteries was converted to heat by the bulb, so it no
longer exists.d. The amount of energy in the flashlight, batteries, and bulb remain the
same, because energy is conserved.e. 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.”
Question #6Question 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?
a) The energy in the box has increased.b) The energy in the box has decreased.c) The energy in the system remains the
same, because the box is not moving.d) The energy in the system has decreased.e) The energy in the system has increased.
e. Energy increase. (Pre 2/13 & Post 13/13)
Energy Course ResultsAll course participants increased their ECI
scoresThere was an increase on each item in the ECIItem explanations for each pre/post test
question generally improvedCourse 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
Evaluation Results
Attitude Awareness Knowledge Behavior Motivation Overall0
10
20
30
40
50
60
70
80
90
100
Energy as a Unifying Concept Course – Summer 2011Pre/Post Energy Awareness Survey
Pre-Test %
Post Test %
Per
cen
tag
e
ConclusionsGoal 1—Infuse energy education throughout
preservice and inservice curriculumPreservice 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.
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
ConclusionsGoal 3: Abilities to implement effective
energy education into K-12 classroomsService Learning as Pedagogy
Service Learning Action—high scoresEnvironmental Issues
Energy Lesson Plan—mixed scores
ResourcesAll course resources available
http://www.naturalareas.eku.edu/uenergyed.php
ContactsDr. Scott Townsend, PI , [email protected] Bennett, [email protected]. Melinda Wilder, [email protected]
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?