Figure 6 - uploaded by Karla Eitel
Content may be subject to copyright.
Lessons 7, 8, and 9 incorporate a performance-based assessment in which students seek to answer, "What are the most sustainable biofuels that can be produced in the Pacific Northwest?"
Source publication
Reimagining energy education involves moving beyond the basics of energy use, conservation, and efficiency toward a more robust exploration of energy. This exploration should address energy access and equity, the impacts of energy choices, and personal attitudes, beliefs, and behaviors related to sustainable energy solutions. One approach to encour...
Similar publications
Mathematical performance is highly correlated with several general cognitive abilities, including working memory (WM) capacity. Here we investigated the effect of numerical training using a number-line (NLT), WM training (WMT), or the combination of the two on a composite score of mathematical ability. The aim was to investigate if the combination...
Cognitive Neuroeducation (CNE) is a rigorously researched cutting-edge neuroscience-informed, human-values-oriented modality for the prevention of and recovery from cognitive and behavioral disorder. Through an enriched environment and interaction within a cohesive group dynamic, CNE builds both a neuroprotective shield and core cognitive resources...
Educational neuroscience is a relatively new field. Where is it in relation to other research domains, such as education research, the psychology of learning, and the neuroscience of learning? Document co-citation analysis reveals that these research fields are tenuously connected. Currently, educational neuroscience sits between subfields of neuro...
Citations
The energy transition involves the transformation of professions and labour markets, which in turn depend on the availability of a workforce with the right education and competence. This study assesses how quickly global higher education is transitioning from fossil fuels to renewable energy in terms of educational content. The article is based on a review of 18,400 universities and the creation of a dataset of 6,142 universities that provide energy-specific education in 196 countries. The study compares the prevalence of educational programmes oriented towards fossil fuels and renewable energy. The findings show that the rapid adoption of renewable energy worldwide is not matched by changes in higher education, since universities continue to prioritise coal and petroleum studies. In 2019, 546 universities had faculties and/or degrees dedicated to fossil fuels whereas only 247 universities had faculties and/or degrees in renewable energy. As many as 68% of the world's energy-focused educational degrees were oriented towards fossil fuels, and only 32% focused on renewable energy. This means that universities are failing to meet the growing demand for a clean energy workforce. At the current rate of change, energy-focused university degrees would be 100% dedicated to renewable energy only by the year 2107. Since a career may last 30-40 years, this creates a risk of long-term carbon lock-in and stranded skill sets through (mis)education. The results also indicate that developing countries lag behind developed ones in this area, even though the need for professionals trained in renewable energy is greater in developing countries. Along with lack of capital, underdeveloped regulatory frameworks for renewable energy, and entrenched fossil-fuel business interests, the mismatch between energy education and the needs of the renewable energy industry may hold back the energy transition in many developing countries.
Energy literacy, defined by the DOE, "is an understanding of nature and role of energy in the universe and in our lives" and, "…is also the ability to apply this understanding to answer questions and solve problems" (U.S. Department of Energy, 2013). Energy literacy is continuously evolving with the development of new feedstocks, technologies, and processes-all of which contribute to the changing landscape of energy production and use. In order for energy education to evolve with the energy field, better tools are needed to assess educational programs. The assessment discussed here is a step towards developing such an assessment for bioenergy.
The research has been conducted to find out the profile of high school physics teacher in learning that develop student energy literacy. The method used in the research is descriptive-analytics using questionnaires that are distributed to high school physics teachers in MGMP district/city. The data are energy literacy understanding, energy literacy implementation in daily life, ability in developing learning, obstacles, and training needs. Based on the results of data analysis, it can be concluded that high school physics teacher has not yet understood the concept of energy literacy, although it has been implemented in daily life. Physics learning has not yet developed student energy literacy. Therefore it is necessary to develop blended training mode in MGMP.
