Billy Bennett
Scott Townsend
Melinda Wilder
Eastern Kentucky University
Background
 Energy as a reemergence of national concern (USDOE,
2011)
 Very little recent research on effective energy programs for
teachers
 Poses a challenge for science and environmental teacher
educators
 Most 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 Components
 Teaching 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 Questions
 Are 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?
Science Methods Classes
 Elementary, Middle and Secondary
 Integrated throughout by using examples when
teaching specific teaching strategies.
 Assessment pre/post energy awareness
 Energy content pre/post survey for elementary
 Energy content post survey for middle and secondary.
Science Methods Courses
Teaching Topic/Strategy
Teaching Resource/Activity
Energy Content
Standards
Energy content scavenger hunt of the
current Core Content for Assessment
Build a Sentence
Variety
Turning the Dial, Uncovering Student
Ideas in Science, Vol.
Mirrors, Minds of our Own
Heat and Thermal Energy
Concept Mapping
Mirrors, Minds of our Own
Light Energy
Discrepant Events
Heat and Thermal Energy
Levels of Inquiry
Ice Melting Blocks, Educational
Innovation
Roller Coasters, CPO Science
Foam Roller Coasters
Film Canister Rockets
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
Endo/Exothermic Reactions
Food Chain Scavenger Hunt
Chemical Energy
Energy Flow in an Ecosystem
Nature of Science
Science Misconceptions
Practical Technology
Labquests
Digital Cameras
Heat and Thermal Energy
Light Energy
Energy Transformations, Potential &
Kinetic Energy
Chemical Energy
Evaluation
ESE 561-761 Fall 2011
EMG 492 Fall 2011
90
80
80
70
70
60
60
50
40
30
Pre-test %
Post-test %
Percentages
Percentages
90
50
40
30
20
20
10
10
0
0
Pre-test %
Post test %
CNM 800, Environmental Issues
Energy Modules
 Course Description
 Students will learn to investigate and evaluate
environmental issues as well as plan appropriate
action based on their analysis.
 Format
 Hybrid: Meet on campus every other week.
 Energy Modules
 Energy
 Alternative Fuels
 Coal
Format
 For 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 Module
 Class Activity
 NEED Science of Energy
 Content Focus
 Forms of Energy
 Energy Transformation
 Law of Conservation of Energy
Alternative Fuels
 Class 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
 Content
 Renewable, Non-renewable, Economic Value, Coal, Oil,
Hydroelectric, Nuclear, Wind, Biofuel, Carbon, Lignite,
Clean, Visual Impact, Biodiversity loss
Coal
 Class Activity
 Coal in US, mapping activity
 Conserving Electric Energy, American Coal Foundation
 Video

Coal in Kentucky
 Content
 What 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?
Evaluation
 Pre/Post Energy Awareness Survey
CNM 800 Energy Awareness Test
100
Pre Test %
90
Post-Test %
80
Percentage
70
60
50
40
30
20
10
0
Attitude
Awareness Knowledge Behavior
Categories
Motivation
Overall
Evaluation
EMG 707 Service Learning as
Pedagogy
Course 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
Audit and Pricing
• 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
Conducting an Energy Audit
Recommendations
 Replace 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.
•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 Project
 Community: 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 Description
 Format
 Hybrid (50% online & 50% onsite)
 Online (Annenberg Media – www.learner.org) to supplement onsite
class activities
 Schedule
 Energy content
 Evaluation
 Pre/Post Energy Concept Inventory (ECI)
 Weekly Assignments (readings, reflections, quizzes)
 Pre/Post Energy Awareness Survey
Six-Week Course Sequence
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)
ECI Test Overall Scores
Pseudo
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 Score
Question #
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?
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.
a.
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 #6
Question 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 Results
 All course participants increased their ECI scores
 There was an increase on each item in the ECI
 Item explanations for each pre/post test question
generally improved
 Course 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
Energy as a Unifying Concept Course – Summer 2011
Pre/Post Energy Awareness Survey
100
Pre-Test %
90
Post Test %
80
Percentage
70
60
50
40
30
20
10
0
Attitude
Awareness
Knowledge
Behavior
Motivation
Overall
Conclusions
 Goal 1—Infuse energy education throughout
preservice and inservice curriculum
 Preservice 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.
Conclusions
 Goal 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
Conclusions
 Goal 3: Abilities to implement effective energy
education into K-12 classrooms
 Service Learning as Pedagogy

Service Learning Action—high scores
 Environmental Issues

Energy Lesson Plan—mixed scores
Resources
 All course resources available
http://www.naturalareas.eku.edu/uenergyed.php
 Contacts
Dr. Scott Townsend, PI , scott.townsend@eku.edu
Billy Bennett, william.bennett@eku.edu
Dr. Melinda Wilder, melinda.wilder@eku.edu
Discussion Questions
 Are 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?