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Education_for_a_Sustainable_Energy_Future.pdf

 Education_for_a_Sustainable_Energy_Future.pdf

learnenergy2

July 05, 2023
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  1. Education for a
    Sustainable
    Energy Future
    Energy Education Workshop 2023
    Taipei, Taiwan
    7.3.2023

    View Slide

  2. Why do we need to learn about ENERGY?
    E.I.A., International Energy Outlook ; eia.gov
    World Energy Consumption, 2010-2050 (quadrillion BTU)
    TOTAL BY ENERGY SOURCE

    View Slide

  3. Energy and Climate Change
    Global CO2
    Emissions
    from FF combustion
    Global GHG Emissions, by
    economic sector
    ourworldindata.org

    View Slide

  4. “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.

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  5. 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)

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  6. 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

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  7. Goal of education is to improve literacy
    Science education → Scientific literacy
    Energy education → Energy literacy
    How can Education Help?
    Literacy includes
    ✔ Knowledge
    ✔ Affect
    ✔ Behavior

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  8. Self-Efficacy
    Education
    Knowledge – Affect – Behavior
    Azjen & Fishbein 1977; Hines et al. 1987 ; DeWaters & Powers, 2011a, b

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  9. Self-Efficacy
    Education
    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
    Spearman’s rank
    correlations
    Azjen & Fishbein 1977; Hines et al. 1987 ; DeWaters & Powers, 2011a, b
    Knowledge – Affect – Behavior

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  10. 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.

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  11. “Evidence-Based” Teaching Practices
    DeWaters & Powers, 2011a, 2011b; Liao et al., 2023
    Project-based Energy Education (our work with middle school students)
    Students in project-based classrooms:
    🡪🡪 Greater gains and higher post-scores in energy-related affect and behavior
    🡪🡪 Significant gains and higher knowledge post scores especially in ‘practical’ topics
    Competence-oriented Instruction (Taiwan case study – Skills Based Sr. High
    School)
    Design questions based on relevant situations, apply knowledge to solve problems
    students encounter in their daily lives)
    🡪🡪 Positive influence on students’ overall learning effectiveness
    🡪🡪 Significantly improved learning, specifically in skill and attitude components

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  12. 🡪🡪 Energy Literacy includes Knowledge, Feelings, and Behaviors
    Education
    Behaviors/
    Intentions
    Attitudes/
    Values/
    Beliefs
    Content
    Knowledge
    🡪🡪 Project-based, inquiry-based, competence oriented instruction
    impacts the WHOLE student not just cognitive domain
    To Summarize, What and How?

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  13. … What IS a Sustainable Energy Future?
    Economic
    Opportunity
    Social
    Justice
    Environmental
    Stewardship
    Education for a
    Sustainable
    Energy Future

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  14. Strong Sustainability: Hard ‘bottom line’ – establish limits, don’t
    compensate one for the other
    Weak Sustainability: Maintain Balance – satisfy one area at the
    ‘cost’ of another
    SUSTAINABILITY
    Economic
    Opportunity
    Social
    Justice
    Environmental
    Stewardship

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  15. Perspectives on developing
    a SUSTAINABLE energy system
    “We need to find
    sustainable, renewable
    energy resources to maintain
    our current and future
    energy needs”
    “We need to develop sustainable,
    renewable energy resources AND
    we need to find ways to reduce our
    total energy consumption, overall.”
    Both have sustainability in mind; both strive to reduce CO2 emissions
    maximize service,
    minimize impact
    combine technologies and
    approaches to minimize
    impact overall
    WEAK SUSTAINABILITY =
    “MAINSTREAM”
    STRONG SUSTAINABILITY
    = “DEEP ECOLOGY”

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  16. Data from United Nations Development Programme. www.thewatt.com
    Energy Consumption and Human
    Development Index
    HDI: a statistic composite
    index of life expectancy,
    education, and per capita
    income indicators =>
    indicates overall well
    being.
    🡪🡪 SUPPORTS
    STRONG SUSTAINABILITY

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  17. How do we create a more SUSTAINABLE energy future?
    CONSERVE – use
    LESS ENERGY
    Improve
    EFFICIENCY of
    our energy
    systems
    Use RENEWABLE
    ENERGY
    RESOURCES

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  18. How do we create a more SUSTAINABLE energy future?
    CONSERVE – use
    LESS ENERGY
    Improve
    EFFICIENCY of
    our energy
    systems
    Use RENEWABLE
    ENERGY
    RESOURCES
    Energy
    PRODUCTION
    Energy
    PRODUCTION
    WEAK
    SUSTAINABILITY
    (MAINSTREAM)

    View Slide

  19. How do we create a more SUSTAINABLE energy future?
    CONSERVE – use
    LESS ENERGY
    Improve
    EFFICIENCY of
    our energy
    systems
    Use RENEWABLE
    ENERGY
    RESOURCES
    Energy
    PRODUCTION
    Energy
    PRODUCTION
    Energy
    CONSUMPTION
    Energy
    CONSUMPTION
    STRONG SUSTAINABILITY
    (DEEP ECOLOGY)

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  20. This Workshop will take a DEEP ECOLOGY
    approach and consider STRONG SUSTAINABILITY
    for our energy future
    Day 1 focus:
    Sustainable energy production
    Energy
    PRODUCTION Energy
    CONSUMPTION
    Day 2 focus:
    Sustainable energy consumption

    View Slide

  21. My family
    Jan DeWaters
    Associate Professor, Clarkson University
    Institute for STEM Education and School of
    Engineering (Environmental Engineer)
    – teach in ENERGY and ENGINEERING
    – research in Engineering Education
    My classes
    Where we live and teach

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  22. Presenter -Lisa Dunkelberg
    Science Teacher: Chemistry, Forensics, Bioethics
    Degree with certification in Medical Laboratory
    Technology; a B.A. degree in Education majoring
    in biology and minoring in chemistry; a M.Sc. in
    Education; working on Ph.D in Education:
    Curriculum and Instruction
    Prior to teaching, I worked in a hospital laboratory.
    I have been teaching for 22 years and am a New
    York State Master Teacher.

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  23. I was born and raised in Canada. I immigrated to the US to
    work in a hospital laboratory. I met and married my
    husband, Bob, who is also a teacher.
    Bentley
    Mark, Gabby, Bob, Marissa, Luke, me, Jordan
    July 30, 2022 Buffalo, N.Y.

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  24. Certifications
    ● 7-12 Biology
    ● 7-12 Earth Science
    ● 7-12 General Science
    ● 7-12 Math
    ● N, K, Grades 1-6
    Courses
    ● Living Environment
    ● General Science
    ● Biology Variance
    ● Limnology
    ● Anatomy and Physiology
    ● Regents Biology
    ● Essentials Science
    ● Earth Science
    ● 7th grade Life Science
    ● 8th grade Physical Science
    ● Regents Algebra
    ● Course 1 Math
    ● AIS Science and Math
    Presenter - Andrea Inserra

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  25. Certifications
    ● 7-12 Earth Science
    ● 7-12 General Science
    ● 7-12 Math
    ● N, K, Grades 1-6
    School Courses Adult Trainings
    ● General Science
    ● Earth Science
    ● 7th grade Life Science
    ● Group Communication
    ● Identifying and
    Developing Leaders
    Presenter - Carmine Inserra

    View Slide

  26. We use art, music,
    acting, and interactive
    technology so EVERY
    student can learn.
    Identical Twin:
    Annette
    Hiked all 46
    NYS mountains
    above 4000 ft
    (1.2 km)

    View Slide

  27. Day 1 focus:
    Sustainable energy production
    This Workshop will take a DEEP ECOLOGY
    approach and consider STRONG SUSTAINABILITY
    for our energy future

    View Slide

  28. Which Natural Renewable Resources
    Does Taiwan Have at its Fingertips?
    Does the wind blow in Taiwan?
    Does the sun shine in Taiwan?
    Do rivers run down your mountains?
    Do you have high tides and low tides?
    Do you have active geothermal activity?
    https://www.google.com/imgres?imgurl=https%3A%2F%2Fqvcc.edu%2Fwp-content%2Fuploads%2F2017%2F03%2FSun-PNG-
    Image.png&imgrefurl=https%3A%2F%2Fqvcc.edu%2Fprograms%2Facademics%2Fsun-png-
    image%2F&docid=pMabP8bFnKdkmM&tbnid=6mRQSFAsNrHdsM%3A&vet=10ahUKEwiO6OGNqvfjAhVjZN8KHT7lA1MQMwiMASgQMBA..i&w=1080&h=1080&bih=625&
    biw=1366&q=sun&ved=0ahUKEwiO6OGNqvfjAhVjZN8KHT7lA1MQMwiMASgQMBA&iact=mrc&uact=8

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  29. Wind Power
    Density Potential
    https://s3-eu-west-1.amazonaws.com/globalwindatlas/posters/Taiwan_PD.png

    View Slide

  30. Solar Radiation
    Zoning
    https://www.google.com/url?sa=i&sourc
    e=images&cd=&ved=2ahUKEwjW9bKA
    rvHiAhWrxVkKHbEnD3wQjRx6BAgBE
    AU&url=https%3A%2F%2Fwww.scienc
    edirect.com%2Fscience%2Farticle%2F
    pii%2FS0960148114008088&psig=AOv
    Vaw0x1xzD72UMliyM9qOJib0V&ust=1
    560889845384779

    View Slide

  31. Potential for
    Run of the River
    Generators
    https://www.google.com/url?sa=i&source=ima
    ges&cd=&ved=2ahUKEwiQioi8r_HiAhVLxVkK
    HY_IDncQjRx6BAgBEAU&url=https%3A%2F
    %2Fwww.worldatlas.com%2Fwebimage%2Fc
    ountrys%2Fasia%2Ftaiwan%2Ftwland.htm&ps
    ig=AOvVaw24AyR2fkrN-
    n2Za6XtqSGl&ust=1560890176241380

    View Slide

  32. Potential for
    Tidal Power Plants
    https://marineenergy.biz/2018/01/17/minesto-
    plans-taiwan-as-first-ocean-current-power-
    producer/
    http://www.energybc.ca/tidal.html https://www.cwb.gov.tw/V7e/forecast/fishery
    /tide_1.htm
    Minesto plans Taiwan as first
    ocean current power producer

    View Slide

  33. Potential
    Geothermal Power
    Locations
    https://www.intechopen.com/books/renewable-geothermal-energy-explorations/geothermal-explorations-on-the-

    View Slide

  34. Existing Power Plants
    in Taiwan by type
    Interactive Map
    https://en.wikipedia.org/wiki/List_
    of_power_stations_in_Taiwan

    View Slide

  35. coming up: Session 2: Sustainable Energy Resources Research
    Taiwan’s
    Green Shift
    is ready to begin!
    Let’s prepare the next
    generation for green
    careers.
    https://apjjf.org/2016/19/Hu.html

    View Slide

  36. Tea
    Break

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  37. 1.5 hours
    Diving deeper into how energy will be
    generated in the future
    Preparing the next generation of students
    for sustainable energy careers
    We will accomplish this through
    researching and presenting
    https://apjjf.org/2016/19/Hu.html
    Session 2: Sustainable Energy Resources Research

    View Slide

  38. Brief description:
    This multi-day activity includes research and presentation of
    sustainable energy sources for career training. The lesson will take
    several to complete. It provides an interdisciplinary approach to
    science communication. This lesson may be completed individually or
    in collaborative groups.
    https://apjjf.org/2016/19/Hu.html
    Session 2: Sustainable Energy Resources Research

    View Slide

  39. Purpose/Goal:
    The purpose of this activity is to have students explore one type of
    sustainable energy source. Then communicate the pros and cons of its
    application to society. Students will communicate how and where to
    pursue career training in their sustainable energy source.
    https://apjjf.org/2016/19/Hu.html
    Session 2: Sustainable Energy Resources Research

    View Slide

  40. Learning Objectives:
    Students will:
    1. Research one type of sustainable energy source.
    2. Research how and where to pursue career training in the
    sustainable energy source.
    3. Develop a slideshow presentation to communicate information
    regarding the energy source and career training.
    4. Reflect on the importance of sustainable energy sources on the
    future of Earth.
    https://apjjf.org/2016/19/Hu.html
    Session 2: Sustainable Energy Resources Research

    View Slide

  41. 1. Groups of 4 with a topic
    2. Divide the slides
    a. 7-9, 10-12, 14-15, 16-18
    3. Research your assigned slides
    4. Share your presentation with your
    group
    5. Copy information from each
    member’s slides and paste into
    yours to make a complete
    presentation.
    6. Practice all the slides to present to
    others.
    Session 2: Overview Assigned Topic
    7-9 10-12 16-18
    14-15

    View Slide

  42. Materials to open in Google
    Classroom:
    Student Template: Sustainable Energy
    Research in Google Classroom
    https://apjjf.org/2016/19/Hu.html
    Session 2: Sustainable Energy Resources Research

    View Slide

  43. Assigning Topics:
    1. Specific to each student
    1. Randomly
    Popsicle sticks
    Topics Assignment
    Review Deadlines
    https://apjjf.org/2016/19/Hu.html
    Session 2: Sustainable Energy Resources Research

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  44. Lunch Bre

    View Slide

  45. After Lunch: Check in on Progress
    1 hour:
    Complete research
    Share slides with group members
    Merge slides into one slideshow
    Discuss and complete slide 20
    Visuals:
    “Share” button in top right corner
    Student Template: Sustainable Energy
    Research notes page view
    Student Template: Sustainable Energy
    Research in Google Classroom
    https://apjjf.org/2016/19/Hu.html
    Session 3: Sustainable Energy Resources Research

    View Slide

  46. Tea
    Break

    View Slide

  47. After Lunch: Check in on Progress
    40 minutes:
    Finish “Sharing” and “Merging” slides into one
    slideshow
    Together complete Slides 19 and 20.
    Practice each others’ parts of the slideshow and
    prepare to present entire slideshow to another
    group.
    Visuals:
    Student Template: Sustainable Energy Research
    in Google Classroom https://apjjf.org/2016/19/Hu.html
    Session 4: Sustainable Energy Resources Research

    View Slide

  48. Shuffle into new assigned jigsaw groups
    1 hour:
    Present slideshows to your new group
    members.
    Visuals:
    Students bring laptops to their new small
    group to present
    https://apjjf.org/2016/19/Hu.html
    Session 5: Jigsaw/Share/Present Research

    View Slide

  49. Which sustainable energy sources were
    you most familiar with before the
    presentations?
    Which sustainable energy source did you
    find most intriguing?
    If you had to switch careers, which career
    would you pursue someday?
    “Teacher’s Guide” in Google Classroom
    https://apjjf.org/2016/19/Hu.html
    Session 5: Closure

    View Slide