Transcript Dia 1 - University of Oulu

Renewable energy in Finland
How to teach it in comprehensive school science?
Eila Jeronen
University of Oulu
Juha Jeronen
University of Oulu
University of Jyväskylä
Contents
• Introduction
• Subject content knowledge
– Electricity production and consumption
– Renewable energy policy
• Pedagogical knowledge
– Science curriculum
– Teaching methods and approaches
– Materials
• Conclusion
• References
Introduction
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Due to climate change, renewable energy sources are becoming
increasingly important
Thus, it has been seen important to include climate change and renewable
energy sources into curriculum for comprehensive school
(Comprehensive school in Finland: primary and lower secondary levels)
Problem:
How to integrate scientific and educational subject content knowledge in
comprehensive school science?
•
Background
–Effects of climate change research on renewable energy policy
–Climate change as part of curriculum for comprehensive school science
(Comprehensive school science in Finland: biology, geography, physics and
chemistry)
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Aims of this presentation
–To introduce usage of renewable energy sources in Finland
–To present some possibilities for teaching climate change in comprehensive
school science
Subject content knowledge 1/6
Renewable energy policy in Finland
• “A European energy policy must pursue the objective of a
sustainable, competitive and secure supply of energy.”
(European Commission 2007)
• Target
– 260 PJ increase in use of renewable energy by 2025
– 31.5% of gross electricity consumption in 2010
• Progress
– 24.7% of gross electricity consumption in 1997
– 28.16% in 2004
• Supporting policies
– Tax subsidies: no end user tax for renewable energy
– Discretionary investment subsidies: 30% of new investment costs
(European Commission 2007)
Subject content knowledge 2/6
Electricity production 1/2
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Total energy production of Finland by source (SusNordic 2007):
(1 PJ = 1 petajoule = 1015 joules)
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Electricity production makes up 30% of total energy production.
(SusNordic 2007)
In 2004, a total of 81,600 GWh of electricity was produced in Finland.
(Index Mundi 2007)
Of this total, 25,535 GWh (31%) was produced from renewable energy
sources. (European Commission 2007)
Subject content knowledge 3/6
Electricity production 2/2
Electricity production using renewable energy sources in Finland consists almost
entirely of solid biomass and large-scale hydro power.
(European Commission 2007)
Subject content knowledge 4/6
Electricity consumption in Finland
Final energy consumption by end-use sector in 1999.
(Grandell, L. 2000)
Subject content knowledge 5/6
Hydro energy
• Hydro energy provided about 10-20% of
the energy supply of Finland in 2001.
(Clausen et al. 2004)
• Hydro energy is supported by renewable
energy policies as one of the methods for
producing renewable energy.
(European Commission 2007)
Subject content knowledge 6/6
Biomass
• The use of biomass in Finland has steadily
increased over the past 25 years, up to
approximately 20% of the energy supply in
2001. Most of the biomass originates from
forests.
• The general energy policy has supported
biomass for energy over the entire period,
although specific policies have changed with
time.
(Ericsson, Huttunen, Lars, Nilsson and Svenningsson
2004)
Pedagogical knowledge 1/5
Cross-curricular theme “Responsibility for the environment,
well-being, and a sustainable future”
• Objectives: the students will learn
– future-oriented thinking
– building of the future upon ecologically, economically,
socially, and culturally sustainable promises.
• Core contents
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environmental values
sustainable way of life
eco-efficiency
consumer behaviour
(National Core Curriculum for Basic Education 2004, 36-41.)
Pedagogical knowledge 2/5
Science curriculum
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Objectives: Students
– learn to represent information about the environment
– learn to use scientific concepts for describing and explaining environmental
phenomena
– understand the dependence of human activity on the possibilities that the
environment offers
– learn to recognize environmental changes in the pupil’s home region, to consider
the reasons for them, and to present possible solutions to problems
– learn to work and investigate environmental phenomena together with others
– come to understand the main objectives of environmental protection and the
principles of sustainable consumption of natural resources
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Core content
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interaction of nature and human activity
environmental changes engendered by humans
investigating the status of, and changes in, one’s living environment
the human being as a consumer of natural resources
weighing one’s environmental behaviour
(National Core Curriculum for Basic Education 2004, 170-194.)
Pedagogical knowledge 3/5
Teaching methods
• For example, the following teaching methods can be applied to the
topics covered:
– Problem-based learning
“Problem-based Learning in Biology: with 20 Case Examples”
http://www.saltspring.com/capewest/pbl.htm
– Concept mapping
http://en.wikipedia.org/w/index.php?title=Concept_map&oldid=141888482
Huitt, W. (2004): Values education
http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
Pedagogical knowledge 4/5
Overview of Typology of Values Education Approaches (cf. Huitt, 2004) 1/2
Approach
Purpose
Methods
Inculcation
To instill or internalize certain values in
students;
To change the values of students so they
more nearly reflect certain desired values
Modeling;
Positive and negative reinforcement;
Manipulating alternatives;
Games and simulations;
Role playing
Values Clarification
To help students become aware of and
identify their own values and those of others;
To help students communicate openly and
honestly with others about their values;
To help students use both rational thinking
and emotional awareness to examine their
personal feelings, values, and behavior
patterns
Role-playing games;
Simulations;
Contrived or real value-laden situations;
In-depth self-analysis exercises;
Sensitivity activities;
Out-of-class activities;
Small group discussions
Moral Development
To help students develop more complex moral
reasoning patterns based on a higher set of
values;
To urge students to discuss the reasons for
their value choices and positions, not merely
to share with others, but to foster change in
the stages of reasoning of students
Moral dilemma episodes with small-group
discussion;
Relatively structured and argumentative
discussion without necessarily coming to a
"right" answer
Pedagogical knowledge 5/5
Overview of Typology of Values Education Approaches (cf. Huitt, 2004) 2/2
Approach
Purpose
Methods
Action Learning
Those purposes listed for analysis and values
clarification;
To provide students with opportunities for
personal and social action based on their
values;
To encourage students to view themselves as
personal-social interactive beings, not fully
autonomous, but members of a community or
social system
Methods listed for analysis and values
clarification;
Projects within school and community
practice;
Skill practice in group organizing and
interpersonal relations
Analysis
To help students use logical thinking and
scientific investigation to decide value issues
and questions
To help students use rational, analytical
processes in interrelating and conceptualizing
their values
Structured rational discussion that demands
application of reasons as well as evidence;
Testing principles;
Analyzing analogous cases;
Research and debate
Example of analysis activity
• Environmental Content:
Effects of climate change on energy and electricity production and
consumption.
• Students’ tasks:
– Students interpret data, make inferences from trends or patterns in data,
make temporal comparisons.
– Students carry out a small investigation of their own electricity
consumption.
• Assessable outcomes:
– Interpretation of data
– Analyzing trends and patterns in temporal data
– Constructing explanations about the links between energy and
electricity production and consumption.
• For sources of material, see slides above and next slide
Pedagogical knowledge
Material 1/2
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Teachers' Guide to High Quality Educational Materials on Climate Change and
Global Warming
http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htm
Teaching Climate Change: Lessons from the Past
http://serc.carleton.edu/NAGTWorkshops/climatechange/index.html
Climate Change Teaching and Learning Resources
http://free.ed.gov/subjects.cfm?subject_id=155&res_feature_request=1
Educational Links - Teacher Sites
http://www.climate.org/topics/links/educational/teachers-links.shtml
Pedagogical knowledge
Material 2/2
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Ilmasto jäähylle! -oppimateriaali
http://www.motiva.fi/fi/yjay/koulutjapaivakodit/perusopetus7-10lk/ilmastojaahylle/
Ilmari - ilmastotietoa kouluille
http://www.ilmasto.org
Myllärin tuulivoimaa - Tuulivoimatietoutta yläasteille
http://www.windpower.org/fi/kids/index.htm
Esimerkkejä oikeasta elämästä energiaopetuksen avuksi
http://www.motiva.fi/fi/yjay/koulutjapaivakodit/kaytannonopetusesimerkkeja/
Materiaaleja energiaopetukseen
http://www.motiva.fi/fi/yjay/koulutjapaivakodit/energiaopetusmateriaalit/
http://ec.europa.eu/consumers/cons_info/cons_diary0607/teacherskit_fin.pdf
Conclusion 1/2
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Education and citizenship are closely
linked (European Commission 1998)
– Education provides a foundation for
informed participation and
integration
Thus, teaching is not only about feeding
the pupils with scientific knowledge, but
also about educating them into
responsible citizenship
Work remains to be done in educating
for active citizenship in Finland
The Active Citizenship Composite Indicator.
(European Commission 2006)
Conclusion 2/2
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In practice this means that integration of scientific content knowledge and
educational knowledge is important
Cf. Luukkainen (2005, 54): Factors in professionalism of a teacher
(translated by E. Jeronen)
Thank you for your attention!
References
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Clausen, N-E., Barthelmie, R., Batchvarova, E., Gryning, S-E., Pryor, S., Tarp-Johansen, N.J., Holttinen, H.,
Ólafsson, H., Lundsager, P., Tammelin, B. and Bergström, H. (2004). Impact from climate change on the wind
energy potential in the Nordic region. European Wind Energy Conference & Exhibition 2004. Poster presentation.
http://www.os.is/cefiles/wind/EWEC_london_2004_paper_final.pdf
Ericsson, K., Huttunen, S.. Nilsson, L.J. and Svenningsson, P. (2004). Bioenergy policy and market development
in Finland and Sweden. Energy Policy
Volume 32, Issue 15, 1707-1721. http://www.sciencedirect.com/science/journal/03014215
European Commission. (1998). Education and active citizenship in the European Union (DG XXII).
http://ec.europa.eu/education/archive/citizen/citiz_en.html
European Commission. (2006). Measuring active citizenship in Europe.
http://crell.jrc.ec.europa.eu/ActiveCitizenship/AC-Final%20Report-December%202006/measuring%20AC.pdf
European Commission. (2007). FINLAND – Renewable Energy Fact Sheet.
http://ec.europa.eu/energy/energy_policy/doc/factsheets/renewables/renewables_fi_en.pdf
Grandell, L. (2000). Finland Renewable Energy Policy 2000.
http://www.agores.org/Publications/EnR/FinlandREPolicy2000.pdf
Index Mundi. (2007). http://www.indexmundi.com/finland/electricity_production.html
Luukkainen, O. (2005). Opettajan matkakirja tulevaan. Opetus 2000. Juva: WS Bookwell.
National Core Curriculum for Basic Education 2004. National core curriculum for basic education intended for
pupils in compulsory education. Finnish National Board of Education. Vammala: Vammalan Kirjapaino.
SusNordic. (2007). Climate and energy policies.
http://www.sum.uio.no/susnordic/finland/national_authorities/climate_energy.htm