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.
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)
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
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.
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
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?
one for the other Weak Sustainability: Maintain Balance – satisfy one area at the ‘cost’ of another SUSTAINABILITY Economic Opportunity Social Justice Environmental Stewardship
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”
Human Development Index HDI: a statistic composite index of life expectancy, education, and per capita income indicators => indicates overall well being. 🡪🡪 SUPPORTS STRONG SUSTAINABILITY
– use LESS ENERGY Improve EFFICIENCY of our energy systems Use RENEWABLE ENERGY RESOURCES Energy PRODUCTION Energy PRODUCTION WEAK SUSTAINABILITY (MAINSTREAM)
– 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)
STRONG SUSTAINABILITY for our energy future Day 1 focus: Sustainable energy production Energy PRODUCTION Energy CONSUMPTION Day 2 focus: Sustainable energy consumption
STEM Education and School of Engineering (Environmental Engineer) – teach in ENERGY and ENGINEERING – research in Engineering Education My classes Where we live and teach
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.
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.
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
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
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
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
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
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
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
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
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
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
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