Energy education resources: Kindergarten through 12th grade

1980

Presented are guidelines and strategies for community-level energy education. The main emphasis is upon practical self-help activities in the classroom and the community. The guidebook has three major sections. Section I provides an overview of types of energy education-programs and presents models for project development and curriculum planning. Section II contains an overview cf energy audit procedures for school facilities-as well as descriptions cf 18 classroom and community activ..t.ties. The approaches discussed focus primarily upon the possibilities for local anti-poverty organizations, Community Action Agencies in particular, to undertake program efforts by themselves or cooperate with local schools in offering presentations, workshops, site visits, and community outreach projects. (Author /WE)

Presented are the iesults of.a retiew and evaluation of the energy curriculum materials produced-b'y the linited States , Department of Energy lpoE). Major findings of the Exgject,Were: (1) DOE materials are recéiving onbr limited use because of lom teacherawareness.of availaiility: (2) when materials are usedv.teachers' evaluate materials favorably: and (31 most,evaluations of DOE .

Journal of Geoscience Education, 2009

Renewable Energy

The development of energy literacy for all citizens is critical as we face climate change and rapid depletion of existing energy resources. This study explores energy literacy development in fourth grade classrooms. Our team developed a curriculum on energy resources aligned with the Next Generation Science Standards. We then trained teachers how to implement the program and support their students’ engagement in a service-learning project related to energy conservation. We used qualitative methods to analyze students’ open-ended responses from an energy literacy assessment. Students were familiar with solar, hydropower and wind energy, and suggested that solar energy should be used more in the future. Students were more easily able to explain energy transfer in wind turbines and solar panels than in other electricity production systems. Students learned important energy and natural resource concepts in the context of an environmental service-learning program. Discussion focuses on the importance of integrated science instruction that helps students see how their electricity use impacts the environment, and provides them with opportunities to take action. We also suggest important ways that renewable energy companies can contribute to energy and climate literacy initiatives.

This study guide is one of a suite designed to support the development of aspects of subject knowledge with which you are less secure. All teachers recognise that some parts of science can be difficult to teach and this can be even more problematic if they are outside your area of expertise. It has been produced for teachers who are planning to teach pupils in the secondary phase using contexts taken from Energy, electricity and forces. It assumes a general scientific background and an understanding of effective pedagogy. There will be aspects of the guide where you will need to consult other reference materials on the physical aspects, but no detailed knowledge of the area is assumed. This study guide offers background information and practical suggestions to support classroom practice when teaching about energy transfer in a number of different contexts. All the strategies suggested have been tried and tested by teachers and draw on academic research. Equally, many of the activities could be used with pupils who need to develop similar knowledge. Your science consultant can help you work through this unit or you could team up with a colleague who also wishes to enhance the teaching of this aspect of science. The unit contains tasks for you to undertake that will help you consider the advice or try out new techniques in the classroom. It also contains 'reflections' and next steps that may encourage you to revise an idea or change your own practice. You can work through the materials in a number of ways: • Work with your science consultant on developing and planning the teaching of an aspect of energy, then, after three weeks, meet together to review progress • Discuss those strategies that have been the most effective with one class and plan to use them with other classes • Find another science teacher to pair with and team-teach; design the activities together and divide the teacher's role between you • Work with a group of teachers in the department and use the study guide as a focus for joint working, meeting regularly to share ideas and then reviewing progress after a few weeks • Identify the sections of the unit that are the most appropriate for you and focus on those (you may find it helpful to keep a learning log as you work through the tasks and you could add this to your personal continuing professional development portfolio) • Ask a physics specialist to help by providing a sounding board for your ideas.

1981

ED213580 - Environmental Education Guide, Volume 1: An Environmental/Energy Education Primer for Kindergarten through Grade Three, 1981-1984.

1981

ED213582 - Environmental Education Guide, Volume 3: An Environmental/Energy Education Primer for Grades Seven through Nine, 1981-84.

Teaching and learning about energy at the various levels of school science has been a topic of interest in science education research for nearly five decades. This interest has been motivated by the need to help students appreciate energy-related, socio-scientific issues and formulate appropriate and informed stances and attitudes. The emphasis placed on teaching energy could be interpreted as a response to the oil and energy crises that have played an important role in this period. This has led to various teaching innovations for addressing the conceptual and cultural aspects of energy as a scientific construct (for examples see, Agabra et al., 1979; Falk & Hermann, 1981; Haber-Schaim, 1983). At the same time, the interest in energy by the science education research community is reflected by the significant and diverse studies that have been published on students’ ideas about energy, students’ ability to reason with energy as well as the formulation of corresponding teaching propos...

1981

ED213581 - Environmental Education Guide, Volume 2: An Environmental/Energy Education Primer for Grades Four through Six, 1981-1984.