Education_for_a_Sustainable_Energy_Future.pdf

Transcript

1. Education for a Sustainable Energy Future Energy Education Workshop 2023 Taipei, Taiwan 7.3.2023
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
3. Energy and Climate Change Global CO2 Emissions from FF combustion Global GHG Emissions, by economic sector ourworldindata.org
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.
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)
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
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
8. Self-Efficacy Education Knowledge – Affect – Behavior Azjen & Fishbein 1977; Hines et al. 1987 ; DeWaters & Powers, 2011a, b
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
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.
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
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?
13. … What IS a Sustainable Energy Future? Economic Opportunity Social Justice Environmental Stewardship Education for a Sustainable Energy Future
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
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”
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
17. How do we create a more SUSTAINABLE energy future? CONSERVE – use LESS ENERGY Improve EFFICIENCY of our energy systems Use RENEWABLE ENERGY RESOURCES
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)
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)
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
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
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.
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.
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
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
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)
27. Day 1 focus: Sustainable energy production This Workshop will take a DEEP ECOLOGY approach and consider STRONG SUSTAINABILITY for our energy future
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
29. Wind Power Density Potential https://s3-eu-west-1.amazonaws.com/globalwindatlas/posters/Taiwan_PD.png
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
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
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
33. Potential Geothermal Power Locations https://www.intechopen.com/books/renewable-geothermal-energy-explorations/geothermal-explorations-on-the-
34. Existing Power Plants in Taiwan by type Interactive Map https://en.wikipedia.org/wiki/List_ of_power_stations_in_Taiwan
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
36. Tea Break
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
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
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
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
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
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
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
44. Lunch Bre
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
46. Tea Break
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
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
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