Engineering Energy Solutions:  Facilitating Hands-on

Wilkins, Leslie; Warren, Diana Papini; Rego, Frank R De; Seraphin, Kanesa Duncan

doi:10.18260/1-2--17865

Cited by 2 publications

(1 citation statement)

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“…[3]. Several studies also documented afterschool learning programs in teaching energy sciences utilizing various teaching methodologies such as workshops [4], courses [5], hands-on activities [6], and problem-based learning [7] for teachers as well as for students [8], [9], [10]. Most of these energy science education studies tend to consist of either teachers or students as participants and provide little interaction between these two types of participants as co-learners in the same program.…”

Section: A Background Studymentioning

confidence: 99%

A Week-Long Immersive Summer Program in Energy Science and Engineering for Teacher-Student Co-Learners

Deemer¹,

Sharma²,

Putra³

et al.

2020 CIEC Proceedings

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STEM education has expanded from classroom settings to informal or afterschool programs to incorporate more resources that can further facilitate and enhance the learning process. A growing number of informal learning programs include a variety of STEM subjects, including energy science. This study describes and evaluates a week-long immersive summer program in energy science and engineering that highlights the learning process and interactions between teachers and students as co-learners. The program incorporates lectures, field trips, hands-on activities, research projects, and the development of lesson plans. We used surveys and open-ended questionnaires to measure participant reactions and gain participant feedback on the program activities. Participants indicated a preference for the hands-on activities and field trips. Teachers expressed appreciation for the knowledge gained in energy science, while students particularly valued their social interactions with teachers during the program. Future programs could be improved through changes to lecture length, frequency, and delivery. Challenges include maintaining resources and stewardship.

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Section: A Background Studymentioning

confidence: 99%

A Week-Long Immersive Summer Program in Energy Science and Engineering for Teacher-Student Co-Learners

Deemer¹,

Sharma²,

Putra³

et al.

2020 CIEC Proceedings

View full text Add to dashboard Cite

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Energy Inquiry: Hands-on, Inquiry Learning Methods to Enhance STEM Learning by Engaging Students in Renewable Energy Solutions (Research to Practice)

Wilkins

DeVey

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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K-12 engineering education in the United States faces various challenges, from a seeming lack of interest in the field within American students to ongoing uncertainty among educators regarding how to develop and implement relevant curriculum standards. Despite these existing obstacles, Island Energy Inquiry TM (IEI), in existence since 2009, has introduced engineering concepts to more than 286 elementary, middle, and high school teachers and over 45,000 students across the state of Hawaii through a specially designed ad hoc science, technology, engineering, and math (STEM) integration approach as termed in The Status and Nature of K-12 Engineering Education in the United States. 1 IEI is a place-based, culturally competent Professional Development (PD) program that educates K-12 teachers and their students on renewable energy solutions-a highly relevant issue in the state-and builds STEM skills and methods through student-focused inquiry learning. Current uncertainties of K-12 engineering education in the United States

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Engineering Energy Solutions: Facilitating Hands-on

Cited by 2 publications

References 1 publication

A Week-Long Immersive Summer Program in Energy Science and Engineering for Teacher-Student Co-Learners

A Week-Long Immersive Summer Program in Energy Science and Engineering for Teacher-Student Co-Learners

Energy Inquiry: Hands-on, Inquiry Learning Methods to Enhance STEM Learning by Engaging Students in Renewable Energy Solutions (Research to Practice)

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