Energy Literacy and Energy Education A Broad Perspective of Efforts in the United States - Associate Professor Jan DeWaters

Energy Literacy and Energy Education A Broad Perspective of Efforts in the United States - Associate Professor Jan DeWaters

Transcript

1. ENERGY LITERACY and ENERGY EDUCATION: A Broad Perspective of Efforts in the United States Jan DeWaters Associate Professor Clarkson University Potsdam, NY dewaters@clarkson.edu 2018 International Forum on Energy Education 7 December 2018 Tainan, Taiwan Major funding by the National Science Foundation
2. Energy is a Necessary Topic for Interdisciplinary Learning and Workforce Development
3. Why do we need to learn about ENERGY? E.I.A., International Energy Outlook 2017; https://www.eia.gov/outlooks/ieo/pdf/0484(2017).pdf World Energy Consumption, 1990-2040 (quadrillion BTU) TOTAL BY ENERGY SOURCE
4. Energy and Climate Change Global GHG Emissions, by economic sector (2014) Global Carbon Emissions from FF combustion U.S. EPA Data, https://www.epa.gov/ghgemissions/global-greenhouse-gas- emissions-data
5. There is a need to increase the Energy Literacy of this and future generations
6. “If we are to make a big change in the way energy is produced and consumed we need an “Energy Literacy” that gives people a tangible sense of their energy consumption, and of what it takes to meet that.” Saul Griffith, then with Makani Power/Squid Labs From O'Reilly Emerging Technology Conference, San Diego, CA, March 4, 2008.
7. 8 Energy Literacy can Make a Difference (The Economist June 2, 2007)
8. It’s not just ‘what you know’ Literacy = In-depth understanding Ability and willingness to use knowledge in a functional way What is Energy Literacy?
9. What is Energy Literacy? …an understanding of the nature and role of energy in the universe and in our lives … the ability to apply understanding to answer questions and solve problems KNOWLEDGE BEHAVIOR (US DOE)
10. Energy Literacy Cognitive: Sound knowledge base about energy concepts and issues, “scientific” as well as “citizenship” Affective: Appropriate attitudes and values about energy production and use; includes feelings of self-efficacy Behavioral: Appropriate and effective decisions and actions regarding energy consumption (DeWaters & Powers 2011)
11. Content Knowledge… What Matters? Energy Content – Science based  Energy = Force x Distance  Forms of Energy  Kinetic vs. Potential  Other age-appropriate science content …
12. “Citizenship” knowledge about energy Energy “quantities”  Consumed by various activities  Consumption relative to rest of world  From what resources? – U.S./imported Energy “language” (units, terms – megawatt, btu, therm) Energy vs. Power Where our fossil fuel resources come from Content Knowledge… What Matters? Hofman, 1980; Solomon, 1992; Energy Literacy & Technology Appraisal EAUC Conference, 2009
13. Energy Awareness Quiz (U.S. D.O.E.) https://www.energy.gov/eere/education/downloads/energy- awareness-quiz Energy Literacy Quiz (CLEAN Network) https://cleanet.org/clean/literacy/energyquiz.html Outside Online https://www.outsideonline.com/1911651/energy-literacy-part-iii- test-your-knowledge Forbes Energy Quiz https://www.forbes.com/sites/jamesconca/2015/12/29/the-2016- energy-quiz/#1023e9f27961 And more … “What” should we know?
14. The Energy Literacy Framework https://www.energy.gov/sites/prod/files/2017/07/f35/Energy_Literacy.pdf
16. 7 Interdisciplinary Principles
17. The Physics of the loss of energy to heat: LED vs. Incandescent
18. How does our use of energy impact the patterns on the globe?
19. Species Diversity - Conservation
20. Humans transfer energy from one form to another for our use
21. Contextual Understanding
22. Systems Thinking 6.1 Conservation of energy has 2 different meanings. 6.2 One way to manage energy resources is through conservation. 6.3 Human demand for energy is increasing. 6.4 Earth has limited resources. 6.5 Social and technological innovation affects the amount of energy used by human society. 6.6 Behavior and design affect the amount of energy used by human Society.
23. Social Justice
24. Over a billion people without access to electricity worldwide
25. • Promote economic development • Lead to sustainable energy use • Reduce negative impacts • Help save money Goal of Energy Literacy: Empower people to make informed, educated energy-related choices as consumers, voters, professionals
26. How energy literate are US adults? Southwell et al. 2012 38%knew that most of our electricity comes from burning coal, and 33%believed that coal is a renewable resource 41% knew that the largest renewable source of electricity in the US is hydro power 66%correctly understood the largest energy consumer in the average American home (heating/cooling rooms), but only 38%knew that lighting represents only a small fraction of our overall energy use 40% thought you could build a machine that produces more energy than it consumes Out of a sample of 800 American adults:
27. Misconceptions about Energy Use Attari et al. 2010 Tend to OVERESTIMATE “visible” energy consumption by low-energy consuming appliances, and UNDERESTIMATE “invisible” energy consumed by larger appliances Misconceptions keep us from making effective energy-saving choices
28. Goal of education is to improve literacy Science education → Scientific literacy Energy education → Energy literacy How can Education Help? Literacy includes  Knowledge  Affect  Behavior
29. Azjen & Fishbein 1977; Hines et al. 1987 ; DeWaters & Powers, 2011a, b Knowledge – Affect – Behavior Self-Efficacy Education
30. Gains in Energy Literacy in Traditional Middle School Classrooms 40.7 73.8 66.6 73.9 45.6 74.2 67.0 73.4 0 20 40 60 80 100 cognitive affective behavioral self -efficacy pre post P=0.004, n=19 teachers; 865 students (DeWaters & Powers, 2011a) Significant gains in KNOWLEDGE scores, but Traditional education not promoting gains in affect or behavior
31. Affective vs. Behavioral: ρ =0.54 Self-efficacy vs. Behavioral: ρ =0.44 Cognitive vs. Affective: ρ =0.38 Cognitive vs. Behavioral: ρ =0.16 Self-Efficacy Azjen & Fishbein 1977; Hines et al. 1987 ; DeWaters & Powers, 2011a Knowledge – Affect – Behavior Spearman’s rank correlations Education
32. ‘Science’ vs ‘Citizenship’ knowledge gains * p<0.05, n=19 (DeWaters & Powers, 2011a) -10 0 10 20 30 40 50 60 Basic energy concepts: conservation of energy Energy resources: importance of fossil fuels as energy resource in most of developed world Forms, conversions: conversion from chemical to heat energy when burning wood Saving energy: recognizing that carpooling and turning off idling car engine saves energy Home energy use: recognize refrigerator as major consumer of electricity Units: electricity is measured in kW-h * * * * * % correct post post – pre gain
33. Changing the Paradigm: Inquiry and Project-Based Curriculum  Engages students in active learning  Effectively integrates knowledge and skills from other disciplines  Demonstrates relevance of what students are learning to their lives outside of school Students are required to learn and use content and skills as they solve a problem or complete a project. Clarkson's Middle School Project Based Energy Curriculum
34. Project Based vs. Traditional Classrooms * p<0.05, n=19; (DeWaters & Powers, 2011b) 0 10 20 30 40 50 60 70 80 90 knowledge affect self-efficacy behavior knowledge affect self-efficacy behavior Teacher 2 Whole Group pre post Rest of Group Project Based % maximum attainable score
35. -20 0 20 40 60 80 % correct post post-pre gain % correct post post-pre gain Teacher 7 Rest Electricity measured in kWh How to determine the amount of electricity consumed by electric appliance The largest source of electricity in the U.S. is from burning coal Knowledge Gains on “Practical” Items Project Based Classroom vs. Rest of Sample * p<0.05, n=19 (DeWaters & Powers, 2011b) * * * * * * * Project Based Rest of Group
36. Cognitive Gains, Selected Science Concepts: Project Based Classroom vs. Rest of Sample * p<0.05, n=19 (DeWaters & Powers, 2011b) -20 0 20 40 60 80 100 % correct post post-pre gain % correct post post-pre gain Teacher 7 Rest The meaning of efficiency Energy conversions - light bulb, combusting wood Identify forms of energy * * * * * * Project Based Rest of Group
37. Efforts to Promote Energy Literacy in K-12 Education
38. Framework for K-12 Science Education and NGSS (2013)  Goal: create common standards for teaching science in the U.S.  Develop interest among students to pursue studies in STEM  Greater focus on PROCESS SKILLS  Developing/testing ideas  Analyzing/interpreting data  Evaluating evidence  Communicating results
39. ENERGY in the NGSS  Energy is one of seven cross-cutting concepts  Apply across all domains of science, link domains together throughout the curriculum The NGSS incorporates ideas and language from the Energy Literacy Framework.
40. ENERGY in the NGSS  Energy is one of seven cross-cutting concepts  Energy is a disciplinary core idea in the physical and life sciences  Considered one of the most essential ideas in the major science disciplines that all students should understand during their 13 years of school The NGSS incorporates ideas and language from the Energy Literacy Framework.
41. ENERGY in the NGSS  Energy is one of seven cross-cutting concepts  Energy is a disciplinary core idea in the physical and life sciences  The NGSS guide curriculum development and revision, instruction, assessment, and professional development The NGSS incorporates ideas and language from the Energy Literacy Framework.
42. ALIGNING your CURRICULUM U.S. DOE, energy.gov https://www.energy.gov/eere/education/downloads/align-your- lessons-energy-literacy-framework-and-ngss 2 useful tools from the U.S. Department of Energy: 1. Energy Literacy Framework – aligns Energy Literacy Principles to NGSS 2. Energy Literacy Alignment Tool – assess how many Fundamental Principles your activity or lesson addresses, or use as a tool to address a broad range of disciplines
43. Energy Systems and Solutions https://www.teachengineering.org/lessons/view/cla_lesson3_energy_basics Energy 101 CLEAN Network NEED Program KEEP Program Adirondack Youth Climate Summit Current Efforts … some good things are happening! https://www.energy.gov/eere/education/energy-101 http://www.need.org/ https://www.uwsp.edu/cnr-ap/KEEP/Pages/default.aspx https://www.wildcenter.org/youth-climate-summit-thrive/ https://cleanet.org/index.html
44. Energy 101 (U.S. Department of Energy) “The Energy 101 initiative supports post-secondary energy education, including energy research and innovation, for world-leading technical workforce opportunities.” Current Efforts College-Level Interdisciplinary Framework for semester-long course Aligned with Principles of Energy Literacy https://www.energy.gov/eere/education/energy-101
45. Energy 101 (U.S. Department of Energy) Current Efforts 1. “Designing a Sustainable World” (U. Maryland) https://www.energy.gov/eere/education/energy-101 2. Online course for Transitioning Veterans and Service Members on Energy Problem Solving
46. The NEED Project Almost 40 Years of Energy Education http://www.need.org/ Current Efforts
47. NEED Mission: “To promote an energy conscious/educated society by creating networks of students, educators, and business, government, and community leaders to design and deliver objective, multi-sided energy education programs.” Current Efforts  Prepare future energy leaders  Train teachers to teach energy (comprehensively) from a balanced perspective  Reach parents and community decision makers through energy outreach and education College- Level http://www.need.org/ National Energy Education Development (NEED) Project
48. NEED Current Efforts 130 Inquiry-based modules  The Science of Energy  Energy Sources  Electricity &Transportation  Efficiency & Conservation 4 grade bands: K-2, 3-5, 6-8, 9-12 http://www.need.org/ National Energy Education Development (NEED) Project
49. NEED Current Efforts Impacts:  500-600 workshops offered each year, reaching 100,000 classrooms, >3,000,000 students  Programming in all 50 states, the U.S. Territories, Canada, Australia, the United Arab Emirates, the United Kingdom, Curacao, Kuwait, and Qatar.  98%-99% positive assessment National Energy Education Development (NEED) Project Lights Camera Action http://www.need.org/
50. KEEP Mission: “To initiate and facilitate the development, dissemination, implementation, and evaluation of energy education programs within Wisconsin schools.” Goal: leverage teacher education to improve and increase energy literacy in Wisconsin's K-12 schools as a means of contributing to statewide energy savings. Current Efforts Wisconsin K-12 Energy Education Program https://www.uwsp.edu/cnr-ap/KEEP/Pages/default.aspx
51. KEEP Current Efforts Wisconsin K-12 Energy Education Program https://www.uwsp.edu/cnr-ap/KEEP/Pages/default.aspx Teacher Workshops –schools as living labs; place-based learning; renewable resources https://www.marshfieldnewsherald.co m/videos/news/2016/06/23/86260566/ Graduate level courses in Energy Education (U. Wisconsin Stevens Point) Curriculum and Resources
52. KEEP Current Efforts Wisconsin K-12 Energy Education Program https://www.uwsp.edu/cnr-ap/KEEP/Pages/default.aspx Conceptual Guide to K-12 Energy Education in Wisconsin KEEP Energy Education Activity Guide​ Energy and Your School: School Building Energy Efficiency Education Supplement BioFutures: Biomass Energy Education Supplement
53. Adirondack Youth Climate Summit “2 days of informative plenary sessions and interactive workshops in a fun atmosphere” “Powerful educational experience leading to changes in the lives, schools and communities of young people working towards climate resilience.” Current Efforts https://www.wildcenter.org/youth-climate-summit-thrive/
54. Adirondack Youth Climate Summit Current Efforts https://www.wildcenter.org/youth-climate-summit-thrive/ 10 years and 30 strong  Student teams develop a Climate Action Plan with sustainable solutions and actions they can take in their schools to reduce the threat of climate change and make a positive difference.  180-200 college, HS students and teachers from 30-34 schools  Model program for 30 summits throughout U.S.
55. Adirondack Youth Climate Program “The Youth Climate Program works to convene, engage, connect and empower young people around the world for action on climate change through Youth Climate Summits and leadership opportunities.” Current Efforts https://www.wildcenter.org/youth-climate-summit-thrive/
56. Adirondack Youth Climate Program Current Efforts https://www.wildcenter.org/youth-climate-summit-thrive/ Works to create a climate literate and empowered generation who:  Understands the essential principles of Earth's climate system  Knows how to assess scientifically credible information about climate science  Communicates about climate and climate change in a meaningful way  Makes informed and responsible decisions with regard to actions that may affect climate  Takes action on climate change in their schools, communities and lives
57. CLEAN's primary effort is to steward the collection of climate and energy science educational resources and to support a community of professionals committed to improving climate and energy literacy. Current Efforts https://cleanet.org/index.html  Launched in 2010 as NSF’s National Science Digital Libraries (NSDL) Pathways Project  Funded by NOAA, NSF, and DOE Led by the science education expertise of TERC, the Cooperative Institute for Research in Environmental Science (CIRES) at the University of Colorado Boulder, and the Science Education Resource Center (SERC) at Carleton College.
58. CLEAN's primary effort is to steward the collection of climate and energy science educational resources and to support a community of professionals committed to improving climate and energy literacy. Current Efforts https://cleanet.org/index.html  Searchable collection of >700 rigorously reviewed, NGSS- aligned resources for secondary through higher education  Guidance in teaching Climate and Energy Science  CLEAN Network – weekly call-in and online support with a team of over 630 professionals committed to improving climate and energy literacy
59. Energy Literacy includes Knowledge, Feelings, and Behaviors Education Behaviors/ Intentions Attitudes/ Values/ Beliefs Content Knowledge Education needs to impact the WHOLE student not just cognitive domain
60. Thank You! Jan DeWaters dewaters@clarkson.edu
61. 63 References Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84, 888-918. Attari, S. Z., DeKay, M. L., Davidson, C. I., & Bruine de Bruin, W. (2010). Public perceptions of energy consumption and savings. Proceedings of the National Academy of Sciences, 107(37), 16054-16059 DeWaters, J.E., & Powers, S.E. (2011a). Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior. Energy Policy, 39(3), 1699-1710. DeWaters, J.E., and S.E. Powers (2011b) Improving Energy Literacy among Middle School Youth with Project-based Learning Pedagogies. In Proceedings of the 41st ASEE/IEE Frontiers in Education Conference, Rapid City, SD, October 13-15, 2011, paper number 1424. Hines, J.M., Hungerford, H., & Tomera, A. (1987). Analysis and synthesis of research on responsible environmental behavior. Journal of Environmental Education, 19, 1-8. NEETF. (2002). Americans' Low "Energy IQ:" A Risk to Our Energy Future/Why America Needs a Refresher Course on Energy. Washington, DC: National Environmental Education & Training Foundation. Southwell, B.G., J.J. Murphy, J.E. DeWaters, P.A. LeBaron, “American’s perceived and actual understanding of energy.” Research Triangle Park, NC: RTI Press (2012). www.rti.org/rtipress. Southwell, B.G., J.J. Murphy, J.E. DeWaters, P.A. LeBaron, J. Willoughby, “Energy information sharing in social networks: The roles of objective knowledge and perceived understanding.” The Journal of Sustainability Education, June 24th, 2014. Sovacool, B., 2009a. The cultural barriers to renewable energy and energy efficiency in the United States. Technology in Society 31, 365-373. Sovacool, B., 2009b. Rejecting renewables: The socio-technical impediments to renewable electricity in the United States. Energy Policy 37, 4500-4513.