TY - CHAP

T1 - Renewable Energy Resources

T2 - How can Science Education Foster an Appropriate Understanding?

AU - Hüfner, Sybille

AU - Niebert, Kai

AU - Abels, Simone

PY - 2018

Y1 - 2018

N2 - The increasing use of energy and its impacts on the atmosphere, the oceans, the soil and the biosphere is one of the main arguments that have been put forward for the Anthropocene age. The energy transition from non-renewable to renewable energy resources is a core strategy to avoid greenhouse gas emissions that contribute tothe human-induced climate crisis, which the UN considers a major challenge for politics and society. To become scientifically literate citizens, students need to actively engage with this topic. To effectively implement the energy transition in science education, we need to know about students’ learning demands. Using the model of educational reconstruction,we gathered and comparedconceptions of 8th-grade students and scientistsconcerning non-renewable and renewable energy resources. For this,we conducted guideline-based, problem-focused interviews with 27 students and analysed sections of two scientific reports forscientists’ conceptions. Our results indicatethat students’ and scientists’ conceptions can be structured in sixcategories(availability, consequences of use, producibility, conservation, naturalness, and costs). These categories can be helpful to design interventions for science classrooms.

AB - The increasing use of energy and its impacts on the atmosphere, the oceans, the soil and the biosphere is one of the main arguments that have been put forward for the Anthropocene age. The energy transition from non-renewable to renewable energy resources is a core strategy to avoid greenhouse gas emissions that contribute tothe human-induced climate crisis, which the UN considers a major challenge for politics and society. To become scientifically literate citizens, students need to actively engage with this topic. To effectively implement the energy transition in science education, we need to know about students’ learning demands. Using the model of educational reconstruction,we gathered and comparedconceptions of 8th-grade students and scientistsconcerning non-renewable and renewable energy resources. For this,we conducted guideline-based, problem-focused interviews with 27 students and analysed sections of two scientific reports forscientists’ conceptions. Our results indicatethat students’ and scientists’ conceptions can be structured in sixcategories(availability, consequences of use, producibility, conservation, naturalness, and costs). These categories can be helpful to design interventions for science classrooms.

KW - Sustainability education

KW - Didactics of sciences education

UR - https://www.esera.org/publications/esera-conference-proceedings/esera-2017

M3 - Article in conference proceedings

SP - 1076

EP - 1089

BT - Electronic Proceedings of the ESERA 2017 Conference

A2 - Finlayson, O.

A2 - McLoughlin, E.

A2 - Erduran, S.

A2 - Childs, P.

PB - European Science Education Research Association

CY - Dublin

ER -