Multi-Faceted Approaches to Energy Education

Billy BennettScott TownsendMelinda Wilder

Eastern Kentucky University

BackgroundEnergy as a reemergence of national concern

(USDOE, 2011)Very little recent research on effective energy

programs for teachersPoses a challenge for science and environmental

teacher educatorsMost available information dates back to 1970-

1980s (Bitner-Corvin, 1983; Dunlop & Fazio, 1981; Liarakou, Gavrilakis, & Flouri, 2009)

Urgent need for new programs and updated research in energy education regarding both awareness and action.

Project Goals• Provide opportunities for all preservice teachers

and many inservice teachers attending EKU t0 learn about effective energy education through a variety of venues.

• Develop modules and course shells to share with teacher educators within state.

Funding provided by Kentucky Department for Energy Development and Independence

Six ComponentsTeaching modules for science methods courses

Teaching module for environmental education endorsement course

Integrate energy topics into a service learning venue

Three credit hour energy content course

Dissemination of useable products

KY NEED energy education training workshops

Discussion QuestionsAre the components transferrable to your

teaching situation?What questions do you have about specific

components?What are your suggestions for improvement?What is the best avenue for sharing the

products?What are some other energy education

resources that could be used in these courses?

Elementary, Middle and SecondaryIntegrated throughout by using examples

when teaching specific teaching strategies.Assessment pre/post energy awarenessEnergy content pre/post survey for

elementaryEnergy content post survey for middle and

secondary.

Science Methods Classes

Science Methods CoursesTeaching Topic/Strategy Teaching Resource/Activity Energy Content

Standards Energy content scavenger hunt of the current Core Content for Assessment

Variety

Nature of Science Build a Sentence Heat and Thermal Energy

Science Misconceptions Turning the Dial, Uncovering Student Ideas in Science, Vol.

Heat and Thermal Energy

Mirrors, Minds of our Own Light Energy

Concept Mapping Mirrors, Minds of our Own Light Energy

Discrepant Events Ice Melting Blocks, Educational Innovation

Heat and Thermal Energy

Levels of Inquiry Roller Coasters, CPO ScienceFoam Roller Coasters

Energy Transformations, Potential & Kinetic Energy

Film Canister Rockets Chemical Energy

Learning Cycle Energy Flow in Ecological Systems Energy Pyramid

Sounds All Around Sound Energy

Convection Currents, Convection: A Current Event, GEMS, Lawrence Hall of Science

Convection

Practical TechnologyLabquestsDigital Cameras

Endo/Exothermic ReactionsFood Chain Scavenger Hunt

Chemical EnergyEnergy Flow in an Ecosystem

Evaluation

Attitu

de

Awar

enes

s

Knowle

dge

Behav

ior

Mot

ivat

ion

Ove

rall

0

10

20

30

40

50

60

70

80

90

ESE 561-761 Fall 2011

Pre-test %Post-test %

Perc

enta

ges

Attitu

de

Awaren

ess

Knowle

dge

Behav

ior

Mot

ivatio

n

Overa

ll0

10

20

30

40

50

60

70

80

90

EMG 492 Fall 2011

Pre-test %Post test %

Perc

enta

ges

CNM 800, Environmental IssuesEnergy Modules

Course DescriptionStudents will learn to investigate and

evaluate environmental issues as well as plan appropriate action based on their analysis.

FormatHybrid: Meet on campus every other week.

Energy Modules EnergyAlternative FuelsCoal

FormatFor each module

First class period Activities focusing on the topic Content reading

Second class period (electronically) Jigsaw assignment focusing on evaluating the issue

from a variety of viewpoints

Intro to Energy ModuleClass Activity

NEED Science of Energy

Content FocusForms of EnergyEnergy TransformationLaw of Conservation of Energy

Alternative FuelsClass Activity

Video clips There Is No Energy Crisis, There is a Crisis of Ignorance The Great Squeeze, Surviving the Human Project

Rank Order Activity Emergency 25 Point Plan of Action, Confronting Collapse:

The Crisis of Energy and Money in a Post Peak Oil World, Michael Ruppert

ContentRenewable, Non-renewable, Economic Value, Coal,

Oil, Hydroelectric, Nuclear, Wind, Biofuel, Carbon, Lignite, Clean, Visual Impact, Biodiversity loss

CoalClass Activity

Coal in US, mapping activityConserving Electric Energy, American Coal FoundationVideo

Coal in Kentucky

ContentWhat is coal and how is it formed?How is coal classified?What are the different methods of mining coal in

Kentucky?What are the primary uses of coal in Kentucky, in the US?What are the primary environmental concerns connected

with the use of coal?

EvaluationPre/Post Energy Awareness Survey

Attitude Awareness Knowledge Behavior Motivation Overall0

10

20

30

40

50

60

70

80

90

100

CNM 800 Energy Awareness Test

Pre Test %

Post-Test %

Categories

Per

cen

tag

e

Evaluation

EMG 707 Service Learning as PedagogyCourse Description: The course is designed to use the Earth Force model of service learning. Classroom strategies and techniques will be modeled and a class environmental service project will be planned and carried out.Format: All on campus

Grant funding from 2 different sources

Earth Force Service Learning Project Spring 2011

EKU’s Maywoods Environmental and Education Laboratory became the community focus for our project to improve existing policies and practices regarding energy efficiency.

Project goal: Focus on best practices for energy efficiency and promote environmental awareness in the community.

Committees• New energy education activity kit

• Energy audit and pricing

• Publicity

• Updated environmental practices manual

• Schedule and analyze energy audit and make recommendations for Maywoods Lodge

• Criteria• Items recommended will have a high

return on investment (ROI)• Items will also have a short payback

time.

• Get prices for recommended changes

Audit and Pricing

Conducting an Energy Audit

RecommendationsReplace all incandescent light bulbs with CFL

bulbs.

Replace dishwasher with a energy star appliance.

Install weather stripping and caulk around doors and windows.

Purchase recycling containers.

Connecting Schools, Communities and Service Learning : Student reflections

•Enhancement of criteria based decision making to solve real life environmental problems using all core subject areas

•Reflective writing to refine activity processes and project goals

•Implementation of democratic principles for project selection

•Mathematical problem solving and budgeting

Evaluation results

Final Reflection Essays

83 % of students reported making energy conservation efforts in their personal lives and that they had influenced family members, students and coworkers, by modeling best practices for conserving energy

83% reported that they thought the “process” was valuable as a learning /teaching tool

100% of students reported that the course will help them professionally

Selected Energy Related Assignments

Assignment Mean (%) SD n

Project Presentation 100 0 11

Earth Force Service Learning Plan

95.0 20.55 12

Spring 2012 ProjectCommunity: Madison County Humane

Society

Energy Issue: Lack of energy conservation measures

Project: Appliances, windows, informational signs.

Timeline: April 18th event, April 25th presentation May 2nd Celebration!

EMG 807: Energy as a Unifying Concept in Science Teaching

Course DescriptionFormat

Hybrid (50% online & 50% onsite)Online (Annenberg Media – www.learner.org) to

supplement onsite class activitiesSchedule

Energy contentEvaluation

Pre/Post Energy Concept Inventory (ECI)Weekly Assignments (readings, reflections, quizzes)Pre/Post Energy Awareness Survey

Week 1: What is Energy? Force and Work

Week 2: Transfer and Conversion of Energy Energy in Cycles

Week 3: Energy in Food Energy Flow in Ecological Communities

Week 4: Energy and Systems Heat, Work, and Efficiency  Week 5: Energy and Socio-scientific Issues

Week 6: NEED Project Professional Development (6 hours)

Six-Week Course Sequence

ECI Test Overall ScoresPseudo Pre-Score (30) Pre-Percentage Post-Score (30) Post-Percentage Difference%

Steve 10 0.33 27 0.90 0.57

Natalie 16 0.53 24 0.80 0.27

Sherry 11 0.37 24 0.80 0.43

Katy 9 0.30 22 0.73 0.43

Charlie 10 0.33 21 0.70 0.37

Gwen 4 0.13 28 0.93 0.80

Anita 7 0.23 25 0.83 0.60

Sheila 4 0.13 17 0.57 0.43

Jonathon 18 0.60 25 0.83 0.23

Jerry 14 0.47 25 0.83 0.37

Jesse 11 0.37 26 0.87 0.50

Fannie 8 0.27 24 0.80 0.53

Freddie 20 0.67 29 0.97 0.30

Average Pre Average Post AVG Increase

0.36 0.81 0.45

Individual Item ScoreQuestion # Pre # correct Pre Percent (#correct/13) Post # correct Post Percent (#correct/13) Item Increase % Increase

1 6 46.15% 12 92.31% 6 46.16%

2 6 46.15% 11 84.62% 5 38.47%

3 0 0.00% 3 23.07% 3 23.07%

4 3 23.07% 11 84.62% 8 61.55%

5 2 15.38% 13 100.00% 11 84.62%

6 2 15.38% 3 23.07% 1 7.69%

7 10 76.92% 13 100.00% 3 23.08%

8 2 15.38% 9 69.23% 7 53.85%

9 2 15.38% 9 69.23% 7 53.85%

10 1 7.69% 6 46.15% 5 38.46%

11 8 61.54% 13 100.00% 5 38.46%

12 10 76.92% 13 100.00% 3 23.08%

13 3 23.07% 12 92.31% 9 69.24%

14 13 100.00% 13 100.00% 0 0.00%

15 6 46.15% 12 92.31% 6 46.16%

16 2 15.38% 6 46.15% 4 30.77%

17 4 30.77% 11 84.62% 7 53.85%

18 10 76.92% 13 100.00% 3 23.08%

19 1 7.69% 9 69.23% 8 61.54%

20 6 46.15% 13 100.00% 7 53.85%

21 5 38.46% 13 100.00% 8 61.54%

22 6 46.15% 12 92.31% 6 46.16%

23 11 84.62% 13 100.00% 2 15.38%

24 3 23.07% 9 69.23% 6 46.16%

25 2 15.38% 10 76.92% 8 61.54%

26 6 46.15% 11 84.62% 5 38.47%

27 3 23.07% 6 46.15% 3 23.08%

28 8 61.54% 13 100.00% 5 38.46%

29 0 0.00% 8 61.54% 8 61.54%

33 1 7.69% 11 84.62% 10 76.93%

Question #33

d. It will increase it (Pre 1/13 & Post 10/13)

Anita (7/30 to 25/30)Pre: “It will have no effect because the heat in the room will transfer into the refrigerator.”Post: “The temperature of the room will increase because it is in a closed system. The energy comes to the refrigerator through the electric cord and the heat energy from the motor has nowhere to go but into the room so the room will warm up.”

Question #17 You put fresh batteries into a flashlight. Then you turn it on and leave

it on until the bulb gradually dims and finally goes out. Which statement best describes the involvement of energy in this process?

a. The energy has been used up by the bulb and no longer exists anywhere.b. All the energy that the batteries originally had when new still exists

somewhere or other.c. The energy of the batteries was converted to heat by the bulb, so it no

longer exists.d. The amount of energy in the flashlight, batteries, and bulb remain the

same, because energy is conserved.e. The energy has moved from one end of the batteries to the other.

b. Still exists somewhere or other (Pre 4/13 & Post 11/13)

Steve (10/30 to 27/30)Pre: “A. Battery life is always finite.”Post: “B. All the energy that entered the system left the system. It entered in the form of chemical potential energy (the battery) and left in the form of heat and light.”

Question #6Question 6. Consider a system that consists of only the earth and box. A battery powered motor not considered part of the system lifts the box from the ground to a certain height above the earth’s surface.Which statement below is most accurate after the box has been lifted?

a) The energy in the box has increased.b) The energy in the box has decreased.c) The energy in the system remains the

same, because the box is not moving.d) The energy in the system has decreased.e) The energy in the system has increased.

e. Energy increase. (Pre 2/13 & Post 13/13)

Sample ECI Pre/Post Response

21. (b)

Pre = 5/13

Post = 13/13

Energy Course ResultsAll course participants increased their ECI

scoresThere was an increase on each item in the ECIItem explanations for each pre/post test

question generally improvedCourse participants were more likely to discuss the

idea of “systems” in their responses.Course participants were more likely to give

more in-depth responses reflecting a higher level of conceptual understanding

Evaluation Results

Attitude Awareness Knowledge Behavior Motivation Overall0

10

20

30

40

50

60

70

80

90

100

Energy as a Unifying Concept Course – Summer 2011Pre/Post Energy Awareness Survey

Pre-Test %

Post Test %

Per

cen

tag

e

ConclusionsGoal 1—Infuse energy education throughout

preservice and inservice curriculumPreservice curriculum

All elementary preservice through elementary science methods

Only middle grades and secondary science preservice teachers

Inservice curriculum Three courses which included all grades levels and

a variety of content levels for elementary and middle grades teachers.

ConclusionsGoal 2: Impact knowledge and attitudes

Knowledge Energy Concept Inventory—positive gain Other content assignments—positive results

Energy Awareness Science Methods Courses—mixed results Service Learning as Pedagogy—positive gain Environmental Issues—slight positive gain Energy Content Course—slight positive gain

ConclusionsGoal 3: Abilities to implement effective

energy education into K-12 classroomsService Learning as Pedagogy

Service Learning Action—high scoresEnvironmental Issues

Energy Lesson Plan—mixed scores

ResourcesAll course resources available

http://www.naturalareas.eku.edu/uenergyed.php

ContactsDr. Scott Townsend, PI , scott.townsend@eku.eduBilly Bennett, william.bennett@eku.eduDr. Melinda Wilder, melinda.wilder@eku.edu

Discussion QuestionsAre the components transferrable to your

teaching situation?What questions do you have about specific

components?What are your suggestions for improvement?What is the best avenue for sharing the

products?What are some other energy education

resources that could be used in these courses?