Developing Energy Literacy in US Middle-Level Students Using the Geospatial Curriculum Approach

Bodzin, Alec M.; Qiong, FU; Peffer, Tamara; Kulo, Violet

doi:10.1080/09500693.2013.769139

Cited by 45 publications

(33 citation statements)

References 59 publications

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“…In particular, energy education provided at school has the potential to increase both children's knowledge (Bodzin et al 2013;El-Salam, El-Naggar, and Hussein 2009;Switzky 1996, 1999;Hanson 1993;Kruger and Summers 2000) and attitudes towards energy efficiency (Bodzin et al 2013;Collins et al 1979;Toth et al 2013). Schools and other educational groups (e.g.…”

Section: Discussionmentioning

confidence: 98%

“…Bodzin et al 2013;DeWaters and Powers 2011a;Newborough et al 1991;Vásquez, Vásquez, and Poveda 2005), but has only rarely been chosen as a topic by the interviewed teachers, because: (1) they have, or wish, to give priority to other aspects of the curriculum; (2) they do not feel confident in their knowledge of the topic; and (3) the children usually do not mention electricity when asked about what they wish to learn. The same issues have been identified as major barriers to energy education across the globe (Lawrenz 1983;Morrisey and Barrow 1984;Newborough et al 1991;Stubbs 1985), and further research is needed to determine how they might be overcome in NZ.…”

Section: Environmental Problemsmentioning

confidence: 95%

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Energy literacy and agency of New Zealand children

Aguirre‐Bielschowsky

Lawson

Stephenson

et al. 2015

Environmental Education Research

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The development of energy literacy (knowledge, attitudes, and intended behaviour) and agency of New Zealand children (age 9-10) were investigated through thematic and exploratory statistical analyses of interviews (October 2011-April 2012) with 26 children, their parents and teachers, focus groups and photo elicitation. The children knew that electricity costs money and saw it as a finite resource. Half could name an energy source but few knew of any associated environmental issues. Most of the children had a positive attitude towards saving electricity, but did not intend to save energy to a further extent (low intended behaviour) and were not influencing their families to conserve energy (low agency). The children were learning about energy informally from a variety of sources, and acquired their attitudes mostly from talking to their parents. The results highlight the need for energy education for citizenship at school and conversations about energy both there and at home.

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Section: Discussionmentioning

confidence: 98%

Section: Environmental Problemsmentioning

confidence: 95%

Energy literacy and agency of New Zealand children

Aguirre‐Bielschowsky

Lawson

Stephenson

et al. 2015

Environmental Education Research

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“…The lowest number of study participants, with n = 8 students, is found in the qualitative Study Madsen and Rump (2012). In comparison, the greatest number of participants with n> 1,000 occurred with middle-school student studies (Bodzin et al, 2013.…”

Section: What Study Designs and Methods For The Investigation Of Gis-based Learning Have Been Used?mentioning

confidence: 90%

“…Human geography Aladag (2010), Liu et al (2010), Shin (2006, 2007 Physical geography Demirci (2011), Demirci et al (2013 Energy resources curriculum Bodzin et al (2013, Kulo and Bodzin (2011) Topographical knowledge Huang (2011), Lei et al (2009), Wang et al (2013) Issues on man and environment Doering and Veletsiano (2007)…”

Section: Higher Education (Curriculum/course)mentioning

confidence: 99%

“GIS works!”—But why, how, and for whom? Findings from a systematic review

Schulze

2020

Transactions in GIS

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Systematic literature reviews have been a part of evidence-based practices for meta-analytical research in many disciplines, such as medicine, health science, psychology, and empirical social sciences, for decades.More recently, this approach has also gained interest in the field of education research (Zawacki-Richter, Kerres, Bedenlier, Bond, & Buntins, 2020). Review articles in geography and geoscience connected to educational inquiry are sparse. For example, Zadrozny, McClure, Lee, and Jo (2016) use a non-systematic systematic review approach for an explorative summary of methods' design, techniques, and reporting strategies in

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“…Bodzin (2011) reported that the use of virtual globes, a more simplified geospatial technology platform, was associated with students' improved spatial thinking skills involved with aerial and remotely sensed image interpretation to identify objects and investigate ground cover features with appropriately designed curriculum learning experiences. Bodzin, Fu, Peffer, and Kulo (2013) found that students using a geospatial curriculum approach performed better on an energy literacy measure, compared to a group of students using their "business-as-usual" curriculum, and also significantly improved their GTR skills related to energy resources (Bodzin, Fu, Kulo, & Peffer, 2014). …”

Section: Web Gis As a Learning Technology To Support Gtrmentioning

confidence: 97%

Examining the Enactment of Web GIS on Students' Geospatial Thinking and Reasoning and Tectonics Understandings

Bodzin

Qiong

Bressler

et al. 2015

Computers in the Schools

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Geospatially enabled learning technologies may enhance Earth science learning by placing emphasis on geographic space, visualization, scale, representation, and geospatial thinking and reasoning (GTR) skills. This study examined if and how a series of Web geographic information system investigations that the researchers developed improved urban middle-school learners' GTR skills and their understanding of tectonics concepts. Paired-sample t tests for analyses of tectonics content knowledge and GTR achievement measures revealed statistically significant gains from pretestto posttest (p < .001) with large effect sizes. The findings provide support that GTR related to tectonics can be learned with appropriately designed learning activities using Web-based geographic information systems.

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Developing Energy Literacy in US Middle-Level Students Using the Geospatial Curriculum Approach

Cited by 45 publications

References 59 publications

Energy literacy and agency of New Zealand children

Energy literacy and agency of New Zealand children

“GIS works!”—But why, how, and for whom? Findings from a systematic review

Examining the Enactment of Web GIS on Students' Geospatial Thinking and Reasoning and Tectonics Understandings

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