Learnscapes for renewable energy education: An exploration of elementary student understanding of solar energy systems

Abstract

Integrating the built environment of the school is one avenue to deliver place-based energy education connecting abstract ideas with the physical environment. This study examined how and if an outdoor classroom (learnscape) with solar panels together with a six-week renewable energy unit supported students in developing conceptual knowledge of energy systems. Fourth grade classrooms from two schools, one with a learnscape and one without, within the same district enacted the unit. Student learning gains (n=97) were measured through model-based reasoning at four time points before, during, and after the unit. Students (n=12) were interviewed about their models. Students in both schools identified the main system components and sequences. However, learnscape students exhibited a more nuanced understanding of solar energy systems and explicitly cited the learnscape as a “teaching tool” for energy education. Findings suggest that the presence of sustainability features on the school campus can enhance student learning outcomes.

Embracing a culture of talk: STEM teachers’ engagement in small-group discussions about photovoltaics

“…Given how rapidly PV energy technological innovations are advancing, many K-12 teachers do not yet have the necessary interdisciplinary content knowledge to implement effective STEM instruction in this important area (Antink-Meyer & Alderman, 2021;Liarakou et al, 2009;Zyadin et al, 2014). Few studies to date have explored how K-12 students come to understand PV, although notable exceptions include Cole et al 's (2023) exploration of how the presence of learnscapes influence elementary students' understanding of solar energy systems and Tobin et al 's (2018) case study of fourth-graders' modelbased reasoning. More importantly, however, we could not find any studies that explored how teachers develop PV knowledge.…”