Renewable Energy Resources: How can Science Education Foster an Appropriate Understanding?
Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education. ed. / O. Finlayson; E. McLoughlin; S. Erduran; P. Childs. Dublin: European Science Education Research Association, 2018. p. 1076-1089.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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RIS
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 -