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This work has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 612438. www.parrise.eu

Title: “Mobility, traffic and renewable energies”

Institution: University of Klagenfurt

Target group: pre-service/ in-service teachers; lower-secondary education (11-14 year olds)

Context of TPD “Mobility, traffic and renewable energies”

The socio-scientific dimension: Traffic has a big impact on the environment. In Austria, traffic is the main source of carbon monoxide and hydrocarbons. Per head and each year, traffic in Austria produces 2.6 tonnes of CO2. The overall goal of this SSIBL module is to make an important contribution to the economic and ecological development of society and the environment. A critical understanding of the traffic flows and traffic components should be gained by pre-service teachers which they would then pass on to their students. The students should be motivated to improve traffic conditions by choosing means of transport based on ecological principles. The topic is controversial because it confronts user behaviour and this may lead to conflicting opinions. Our TPD course “Mobility, traffic and renewable energies” emphasises participation and socio-political action in environmental issues (citizenship education) Interdisciplinarity is an essential element of the project. We plan to elaborate the project “Mobility, traffic and renewable energies” within different school subjects. Pre-service teachers will introduce the topic to their students and nurture their interest. Based on student’s interest, the topic will be developed. Students will learn to appreciate different points of view, gain scientific knowledge and learn to cultivate their own views and to express them. They will also reflect on the consequences of their own actions for society and the environment. Personal positioning in terms of moral and ethical values is part of the module.The Inquiry Based Science Education component: Students will learn how to organize and to operationalize a socio-scientific issue. The use of experiments will foster inquiry-based learning and engage the student’s interest in mobility, traffic and renewable energies. Afterwards, the importance of renewable energies and the intermediate storage of energy for mobility will be critically examined. Students will think about how far evidence supports or disproves their assumptions and reflect on what they have learned in the process.Responsible Research and Innovation: The intermediate storage of energy is a very new research field. For instance, e-cars batteries do not reach the desired distance and photovoltaic cells on roofs cannot store the energy they produce in summer until winter. The ability to problematize is key to the project. A critical examination of the advantages and disadvantages of renewable energies and the intermediate storage of energy in relation to mobility is a focal point. Teaching and learning consists of: 1. The nature of the present transport system2. The environment and traffic: passenger and goods transport. What effects do different means of

transport have on regional planning?2.1. Energy consumption: fossil and renewable energies: resources-technologies-environment

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2.2. Climate and traffic2.3. Emissions: pollutants, noise and traffic2.4. Transport of goods: using the example of “Zalando”, “Amazon”3. Vehicle types – power has a lot of sources3.1. Vehicle technologies: cars, trucks, airplanes, ships, railway etc.3.2. Alternative vehicle types – post-fuel mobility3.3. Energy storage – mobility4. Mobility and transport of the future4.1. New modes of transport from door to door4.2. Integration of electro-mobility into existing traffic systems

Starting from student’s thinking together with input from the teacher, the effects and interactions of present traffic and transport on humans, society and environment are researched. The students study existing means of transport and also future-oriented ones. Their task is to map out the advantages and disadvantages of different means of transport (walking, bikes, buses, railways, mopeds, motorbikes, cars, trucks, ships, aeroplanes, scooters, skateboards etc) and to reflect on and debate new, future-oriented means of transport, and further on, to contribute to realising them. The consequences (i.e. psychological, sociological, urban, political, economic etc) of the different means of transport are analysed and discussed by students. They should gain an understanding of the impacts the different means of transport could have on the environment, on the health and safety of humans (i.e. accidents, emissions, noise, physical inactivity etc). In this way, students should learn to assume responsibility for their own actions and the environment. They should also consider that opinions and interests are mediated by different power relations (RRI).

Overview course outline

The TPD course “Mobility, traffic and renewable energies” is a joint project between the Alpen-Adria University Klagenfurt and the University of Teacher Education in Carinthia.Regarding the implementation of the TPD course at the Alpen-Adria University Klagenfurt, socio-scientific inquiry-based learning (SSIBL) is incorporated in the context of the “teacher education new”. There is a SSIBL-related “renewable energies” curriculum integrated into the regional “pre-service teacher education new” for lower and upper secondary pre-service teachers. The training session in SSIBL took place for 2 weekly hours per semester.At the same time, we implemented SSIBL in the project “Climate Schools”, funded by the Climate and Energy Fund (Klima- und Energiefond) of the Austrian government. (http://www.klimaschulen.at). The regional “Climate Schools” project of the Carinthian government focuses on renewable energies (http://www.klimafonds.gv.at). Three model regions in Carinthia (10 schools and about 250 students), each managed by a climate region manager took part in this project. (Power Point available in the “Resources” section: Presentations_UNI KLU)The objective was to integrate climate and energy issues into classroom education. Our teacher educator Bernhard Schmölzer, who was engaged in the TPD course, was involved in the planning and the preparation of the project “Climate Schools” in Carinthia. During the school year 2015-2016 workshops for pre-service teachers of our TPD and in-service teachers of the “Climate Schools” in the

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http://www.klimafonds.gv.at/

http://www.klimaschulen.at/


3 model regions („Energieparadies Lavantal“, „Terra amicitiae“ and „Region Südkärnten“) in methodology and didactics as well as trainings for SSIBL-competence took place. The aim of these workshops was to reach mutual learning. The pre-service teachers designed and taught SSIBL lessons in the Climate Schools and shared their experience to integrate Socio-scientific Issues (SSI) in science education and the experiences they made with the SSIBL framework with in-service teachers.In October 2016 we started with the implementation of the second round of the TPD course for pre-service teachers at the University of Teacher Education in Carinthia. The training sessions in SSIBL took place for 2 weekly hours per semester (in total 36 hours). 9 pre-service teachers and 24 in-service teachers were involved. In the second round the TPD has been focused to allow a better communication and organisation between the participants in the project (Alpen-Adria-University Klagenfurt, pre-service science teachers of the University of Teacher Education in Carinthia, in-service teachers of the Climate Schools, climate region manager of the model region ”Terra amicitiae”). In the second round of the TPD we work with one climate region (“Terra amicitae”) and one climate region manager instead of three (1rd). We worked with four Climate Schools instead of ten (1rd). Based on the evaluation results, for the second round of the TPD we offered more structure, scaffolding, support and guidelines. For example:

we increased the face to face meetings with pre-service teachers the SSIBL workshops at the Climate Schools designed by pre-service science teachers were

accompanied by our teacher educator the first contact with teachers of the Climate Schools was organized by the climate region

manager (in the first round of the TPD pre-service teacher had to organize the first contact by themselves).

we tried to make the RRI aspect more explicit and invited an expert of the Climate and Energy Fund to hold a 2-hour lesson on RRI and a 2-hour workshop

Learning objectives of the TPD 1. Explain the main characteristics of the SSIBL framework and the skills required for these elements to be implemented in the science classroom2. Develop and implement SSIBL-based activities in the science classroom3. Create SSIBL-related investigation questions4. get an idea of the perceptions of students/pupils concerning issues5. Scaffold student/pupil inquiry6. Liaise with agencies external to the school7. Handle discussions about sensitive issues8. Gain knowledge about “Mobility, traffic and renewable energies9. Foster interdisciplinary arrangements in schools, to plan SSIBL with teachers of different subjects collaborating

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Summary course outline round 2

Session no.

Duration Objective Approach

1 4h General introduction to the PARRISE project and to SSIBL by the teacher educator.The teacher educator presents the PARRISE project and parts of the SSIBL framework (Levinson, 2017)

Presentation of general aspects of school-university partnerships (teacher educator)

Presentation of the project “Climate Schools” and of the topic pool about renewable energies of the

model region “Terra amicitae”.The climate region manager, who provides contact to with “Climate Schools” (http://www.klimaschulen.at). schools, presents the Climate School project and the model region „Terra amicitiae“. They also present a pool of topics about renewable energies (e.g. energy efficiency, photovoltaic etc), which refers to the local context and lived environments of the pupils, pre-service and in-service teachers.

The pre-service teachers discuss based on the method of Analytical Discoursethe aims of the “Climate Schools” project and the strengths and challenges of school external partnerships with the climate manager. (Handout available in the “Resources” section: Handouts_UNI KLU)

Teachers as learners

2 4 h Elaboration of the topic “Mobility traffic and renewable energies”: Familiarisation of pre-service teachers with the

objectives of the PARRISE project Familiarisation with Inquiry Based Learning (IBL).

Pre-service teachers receive information on inquiry-based learning (IBL) and then focus on the key role of questioning.(Power Point available in the “Resources” section: Presentations_UNI KLU)

Formulation of investigation questions based on IBL. Starting from their own interests, pre-service

teachers formulated SSIBL-related investigation questions.

Discussion of the topics and the investigation questions in groupsPre-service teachers problematize and discuss topics and investigation questions.

Student teachers as learners

3 4 h Familiarisation with the SSIBL framework Introduction of SSIBL and socio-scientific issues Each element of the SSIBL framework is discussed

Teachers as researchers and as developers

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with the pre-service teachers. Pre-service teachers investigate the topic they have

chosen in small groups. Pre-service teachers engage in SSIBL activities and

consider how SSIBL could be implemented in the classroom.

They reflect on how children could be encouraged to take action and in what ways they could use contexts which the children find engaging and interesting. Pre-service teachers will implement some SSIBL activities in their practice in the course of the TPD module “Mobility, traffic and renewable energies”.

4 4 h Familiarisation with the SSIBL framework and practical implementation through scenarios in the classroom Pre-service teachers investigate the topic they have

chosen in small groups. Pre-service teachers engage in SSIBL activities and

consider how SSIBL could be implemented in the classroom.

They discuss which topics could be interesting for pupils.

Pre-service teachers decide which SSIBL activities they will implement in their practice in the course of the TPD module “Mobility, traffic and renewable energies”.


5 4 h Preparation of SSIBL workshops in the Climate Schools Pre-service teachers create three project groups Each project group designs SSIBL-workshops

together with in-service teachers in the participating schools and the climate region manager.

Each of the three groups presents the topic they focused on to the rest of the groups.


6 4 h Pre-service teachers develop skills to foster RRI Through a RRI workshop with a climate expert of the

Climate and Energy Fund, pre-service teachers learn more about RRI. The pre-service teachers are asked to develop different activities and tasks on climate, energy and mobility issues for the sustainability exhibition „Go green“, which takes part in Carinthia every year in September.


7 10 h Realisation of 3 SSIBL workshops in the Climate SchoolsIntegration of climate and energy issues and the SSIBL framework in classroom education


Lesson plan of workshop designed by pre-service teachers at Climate schools

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Workshop title: Solar energy and photo-voltaics

Discipline: Physics and Chemistry

Duration: 4 hours Overview of the workshop In this workshop, project groups of pre-service science teachers design and teach a SSIBL workshop on solar energy and photo-voltaics at a primary school, for example, for grades 4a and 4b. The duration of the workshop is 4 hours. The workshop is organized in an age-appropriate and illustrative manner. The students research, observe and analyse the principles of solar energy. The scientific goal of the workshop is to elaborate the topic ‘renewable energies’ with the students, as well as the theoretical fundamentals about energy consumption, heat consumption, effectiveness of renewable energies compared to fossil fuels, efficient handling of energy etc. The teaching goals give an overview of solar energy and the potential of renewable energies, using the example of photo-voltaics, to relate to students’ everyday lives and to gather their experiences on the topic. The teaching method is Inquiry Based Learning (IBL). The driving question is “How could the electric power produced by solar cells be used in our daily lives?” Firstly, student’s prior knowledge is activated by investigating the following questions: “Where does the electricity in our region come from?” “Which different energy forms do you know about?” “Which energy forms are used in your region?” After that, the pre-service teachers explain the structure of a solar cell by showing their students a video. The students elaborate content by reading a text about solar cells together with the pre-service teachers. After that, the pre-service teachers carry out experiments with the students to explore the function of a solar cell. The use of experiments fosters IBL and nurtures the students’ interests in renewable energies. Student’s learning is stimulated by assigning them an active role in preparing and carrying out experiments and developing their own learning and reasoning through reflection and discussion. Questions are prompted by watching a video on “atom energy and green technology” and afterwards a group discussion takes part. The students discuss the risks associated with atom energy and reflect critically on the advantages and disadvantages of renewable energies. (Power Point available in the “Resources” section: Presentations_UNI KLU)

Fig.1 Principle of solar energy utilization Fig. 2 Supply of electric power to the power grid

RRI in the classroom

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The ability to problematize is key to the workshop. Students reflect on questions like: “Where do the raw materials for energy production come from?” “What are solar cells made of?” They reflect on the economic efficiency of technological innovations, on efficiency and durability of solar cells (e.g. photovoltaic cells on roofs cannot preserve the energy produced in the summer for the winter) etc;

After students have an introduction to information resources, they read different newspaper articles, reflect on them critically and discuss whether they are trustworthy or not;

Students identify dominant as well as non-dominant discourses and take into consideration that opinions and interests are mediated through different power relations.

Citizenship education (CE) in the classroom Students should learn

that various viewpoints concerning the topic ‘’renewable energies, mobility and traffic’’ are legitimate;

to build capacity to engage in dialogue; to assume responsibility for their own actions and the environment; to reflect on sources of information critically and to discuss whether they are trustworthy or

not.

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Workshop title: Energy & heat insulation


Duration: 4 hours

Overview of the workshop A project group of pre-service science teachers design and teach a SSIBL workshop on energy and heat isolation at a primary school for grades 4a and 4b. The duration of the workshop is 4 hours. Based on everyday experiences, students should gain an understanding of thermal processes, understand and explain terms like heat conduction, heat flow and heat radiation, as well as learn basic physical terms related to heat. Further, the students should recognize the importance of thermal energy for living things and learn to consider thermal energy in a more cross-curricular way linked with economic and environmental dimensions. The teaching goal is to use simple and everyday examples to introduce to the students to energy in the form of heat. For example, students could learn to handle a thermal camera to see if the schoolhouse gives off a lot of energy or a little.At the beginning of the workshop, pre-service teachers present the issue to the students by letting them elaborate the terms ‘hot and cold’. They ask them what they associate with the colour red and the colour blue. Then a drawing with red fire cut out of coloured paper is placed to the left of the blackboard and a drawing with a large blue drop of water on the right of the blackboard. Students write the terms which they connect with ‘hot’ on the left, and those, which they connect with ‘cold’ on the right. Pre-service teachers try to select materials for the lesson that awaken the student’s interests and encourage them to think. They show the students a thermal camera and explain its function and how to use it. For the next learning activity, students take a shot from a thermal camera and the task is to analyse the shot in small groups. Working with the images should motivate the students to think independently and to work together in teams.

Fig. 3 Shot by a thermal camera

The students discuss the meanings of the colours in the shot in small groups: What could the transition colours yellow and green mean? Why are the windows red and the rest of the house blue? The group discussions results are presented to the whole class in a circle of chairs.

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Fig. 4 Shot by a thermal camera

Next, the students get a shot with a blue and yellow house and are asked to explain the meaning of the colours yellow/red and blue. They think about questions like: “In which of the houses is it warmer?” “What can be done to make it warmer in the houses?” “Why does it matter that so much heat is ‘lost’?” To foster student’s participation in class, give them the opportunity to try using a thermal camera and, as energy detectives, to investigate the heat state of their own school building. Each child works with the thermal camera and determines if the schoolhouse is well-insulated and where energy gets ‘lost’. Using thermal camera images, students and pre-service teachers interpret how well the schoolhouse is insulated. The pre-service teachers explain to the students which materials are used to insulate a house to save energy. Through reflection and discussion, students own learning and reasoning is developed. Using questions like: “Why is it important to keep a house well-insulated?” “What are energy costs” and “Why should they be low?” “How do you heat your home?” the pre-service teachers promote discussion as well as exchange of ideas and strengthen student’s ability to engage in dialogue. The students hopefully reach the conclusion that heat is energy and if it does not go through the walls of the house, then money can be saved and the environment helped.

RRI in the classroom Students should recognize the importance of thermal energy for living things and learn to

consider thermal energy in a more cross-curricular way linked with economic and environmental dimensions.

Citizenship education (CE) in the classroomStudents

should be sensitive to environmentally-friendly use of resources; capacity for networked thinking should be developed; learning and reasoning should be encouraged.

Workshop title: renewable energies

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Duration: 4 hours

Overview on the workshop A project group of pre-service science teachers design and teach a SSIBL workshop on renewable energies and solar energy in a secondary school for grades 3a and 3b. The teaching goal of the workshop is for students to become familiar with different sources of energy like wind, water, biomass and solar energy. The students should learn about environmentally-friendly sources of electricity and gain an understanding of how energy ‘transformation’ works with focus on solar energy.The workshop starts with a theoretical input by the pre-service teachers. The pre-service teachers explain the different energy sources such as wind, water, biomass and solar energy to the students. Starting from the students’ interests, nuclear power plants and photo-voltaic systems are discussed in more detail. To prompt critical thinking, students read newspaper articles and look at photographs (of nuclear power plants, wind power plants etc.) and discuss the effects of the mentioned energy sources on the environment in groups. Further, they are asked to write their main arguments down on a poster. Afterwards, the posters are discussed in a plenary. The goal of the discussion is to give students the opportunity to state their personal opinions, to look at a topic from different perspectives, to hear other opinions and to learn to give and receive feedback. (Handout available in the “Resources” section: Handouts_UNI KLU) In the next teaching sequence, the functional principles of solar cells and photo-voltaic systems are explained. The pre-service teachers show a video (available at https://www.youtube.com/watch?v=ZFlG4bz0Cfg). After that, the ideas in the video are discussed with the students and they have the opportunity to ask questions. The teaching method of the workshop is IBL. The pre-service teachers develop a learning circle with hands-on experiments to stimulate student’s learning. The students form small groups and carry out experiments independently.

Overview of the 25 minutes learning circle:

Station 1: Connecting photovoltaic cells in series Task 1: Connect the photovoltaic cells and lamps in series and make the engine, buzzer and light bulb work.

Fig. 5 Connecting photovoltaic cells in series

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https://www.youtube.com/watch?v=ZFlG4bz0Cfg


Station 2: We are investigating a solar cell Task 2: Read the worksheet and carry out each step.

Fig. 6 Worksheet “We are investigating a solar cell”

Station 3: Solar-powered objects Task 3: Investigate different objects powered by solar energy and describe their functions

Fig. 7 Solar-powered objects

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Station 4: Questions and answers based on a gap text Task 4: Watch the video (available at https://www.youtube.com/watch?v=nV5n0BOJvKM) on the computer and then answer the questions and fill in the gap text:

Fig. 8 Gap text “From the sun to electricity’’

Finally, the student debate in pairs and write down the advantages and disadvantages of solar energy. After that, they present their arguments to the whole group.

RRI in the classroom Technologies are never without risk or disadvantages; students critically examine the

advantages and disadvantages of renewable energies (solar energy).

Citizenship education (CE) in the classroomStudents should learn

to state personal opinions; to reflect; to listen carefully and to give feedback; to place themselves in other’s shoes, to get to know different points of view and learn to

accept them.

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References

Johnson, L. & Morris, P. (2010). Towards a framework for critical citizenship education. The Curriculum Journal 21 (1), 77‐96.

Levinson, R. (2011). Towards a theoretical framework for teaching controversial socio-scientific Issues. International Journal of science education, 28:10, 1201-1224.

Levinson, R. (2016). Adapted framework after trials by WP 2-4 in round 1, D1.3 PARRISE, Utrecht University, The Netherlands / University College London- Institute of Education, UK.

Menthe, J., Höttecke, D., Eilks, I. & Hößle, C. (.Eds.) (2013). Handeln in Zeiten des Klimawandels. Münster, New York, München und Berlin: Waxmann.

Owen, R., MacNaghten, P. & Stilgoe, J. (2009). Responsible research and innovation: From science in society to science for society, with society. Science and Public Policy, 39, 751 760.‐

Sadler, T. (2009). Situated learning in science education: socio scientific issues as context for practice. Studies in Science Education, 45(1), 1‐42.

United Nations (2015). Transforming our world: the 2030 Agenda for Sustainable Development. New York: UN.

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http://www.energie-machtschule.de/themen/naturwissenschaftliche_grundlagen/unterrichtsmaterial

http://www.leifiphysik.de/mechanik/arbeit-energie-und-leistung/energieformen

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