A Framework for K12 Bioenergy Engineering and Science Concepts: A Delphi Consensus Study

Hartman, Brian; Grzyb, Kimi

doi:10.18260/p.23386

Cited by 2 publications

(5 citation statements)

References 10 publications

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“…87 The authors argued that this lack of knowledge will inevitably impact students' ability to make informed decisions as consumers regarding alternative energy sources in the future. 87 This is a remarkably low bar. If students are unable to make informed decisions when choosing among energy sources in their daily lives, it is unlikely they will be positioned to make intentional, strategic decisions related to following bioeconomy career paths, let alone make significant contributions if they happen to find themselves in that arena.…”

Section: K -12 Educationmentioning

confidence: 99%

“…Preparing US students at the K‐12 level to enter the bioeconomy workforce successfully is very important 6 . For instance, a study found that US primary and secondary students across all grade bands lack core knowledge about biologically based energy sources 87 . The authors argued that this lack of knowledge will inevitably impact students’ ability to make informed decisions as consumers regarding alternative energy sources in the future 87 .…”

Section: Educationmentioning

confidence: 99%

“…To better understand the high stakes associated with providing K‐12 students with the knowledge and skills needed to participate meaningfully in the bioeconomy workforce, it is useful to consult with current bioeconomy leaders. Experts within the field have identified several ‘high‐priority’ bioenergy concept themes for K‐12 students, 87 as summarized in Table 2.…”

Section: Educationmentioning

confidence: 99%

“…Survey responses regarding priority themes (bioenergy engineering and science) recognized by experts for K-12 education 87. …”

mentioning

confidence: 99%

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The US bioeconomy at the intersection of technology, policy, and education

Pascoli

Aui

Frank

et al. 2021

Biofuels Bioprod Bioref

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The bioeconomy is a complex, multivariate, and interdisciplinary system that requires a comprehensive assessment of its independent parts if it is to be understood fully. Hence, this article presents a holistic perspective of industry, public policy, and education aspects of the US bioeconomy. It is premised on the idea that a successful bioeconomy industry relies on the balanced development of all stages of the supply chain. For this balance to be struck, a strong interdisciplinary workforce must find novel solutions to multifaceted problems across the entirety of the supply chain. These solutions require innovative technologies that can improve the climate benefit of bioproducts, decrease their production costs, and make them more economically competitive. Increasing consumer education and awareness about the bioeconomy goes hand in hand with the development of a robust market for bioproducts. To guide these interdependent efforts, public policies must encourage demand, support competitive markets, promote the entry of renewable options, and stimulate growth by reducing financial barriers. We contend that a combination of policies is likely to be more effective than any singular policy on its own. Supporting the bioeconomy also entails attending to an existing lack of public awareness as well as workforce-ready professionals. To address these gaps, the USA must increase the intensity and intentionality of its efforts to educate students about the bioeconomy, particularly at the K-12 level. Furthermore, these efforts should encompass both formal and informal learning contexts in order to meet the workforce challenges facing the bioeconomy now and in the future.

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Section: K -12 Educationmentioning

confidence: 99%

Section: Educationmentioning

confidence: 99%

Section: Educationmentioning

confidence: 99%

“…Survey responses regarding priority themes (bioenergy engineering and science) recognized by experts for K-12 education 87. …”

mentioning

confidence: 99%

See 2 more Smart Citations

The US bioeconomy at the intersection of technology, policy, and education

Pascoli

Aui

Frank

et al. 2021

Biofuels Bioprod Bioref

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“…Halder et al [54] indicated the biomass energy system is a new, challenging topic, but demands more consideration in education for young people. Although biomass and bioenergy are not typically included in the K-12 curriculum [55], the STEM movement made biomass a hotspot. The National Science Foundation, U.S. Department of Energy, and U.S. Department of Agriculture have sponsored professional development programs for secondary school agriculture and science teachers teaching STEM content through biomass energy [56,57].…”

Section: Education For Biomass Energymentioning

confidence: 99%

Teaching and Learning about Biomass Energy: The Significance of Biomass Education in Schools

Han

Martin

2018

Sustainability

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Biomass energy can mitigate climate change, revitalize rural economies, and achieve energy independence. Using biomass energy as subject matter content, American agricultural education programs at the secondary school level can prepare future agricultural professionals with science, technology, engineering, and mathematics skills to solve complex issues. Through a state-wide survey (N = 100) in the U.S., this study found agriculture teachers' interest in biomass energy is motivated by economic, environmental, pedagogical, and learning factors. Nine relevant topics were determined as high training needs perceived by teachers. Teacher educators are recommended to incorporate the four factors and nine topics in planning, delivering, and evaluating in-service training programs of biomass energy for agriculture teachers.

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A Framework for K12 Bioenergy Engineering and Science Concepts: A Delphi Consensus Study

Cited by 2 publications

References 10 publications

The US bioeconomy at the intersection of technology, policy, and education

The US bioeconomy at the intersection of technology, policy, and education

Teaching and Learning about Biomass Energy: The Significance of Biomass Education in Schools

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