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Renewable energy in Finland How to teach it in comprehensive school science?

Renewable energy in Finland How to teach it in comprehensive school science?. Eila Jeronen Juha Jeronen University of Oulu University of Oulu University of Jyväskylä. Contents. Introduction Subject content knowledge Electricity production and consumption Renewable energy policy

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Renewable energy in Finland How to teach it in comprehensive school science?

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  1. Renewable energyin Finland How to teach it in comprehensive school science? Eila Jeronen Juha Jeronen University of Oulu University of Oulu University of Jyväskylä

  2. Contents • Introduction • Subject content knowledge • Electricity production and consumption • Renewable energy policy • Pedagogical knowledge • Science curriculum • Teaching methods and approaches • Materials • Conclusion • References

  3. Introduction • 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) • 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

  4. 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)

  5. Subject content knowledge 2/6 Electricity production 1/2 • Total energy production of Finland by source (SusNordic 2007): (1 PJ = 1 petajoule = 1015 joules) • 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)

  6. 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)

  7. Subject content knowledge 4/6 Electricity consumption in Finland Final energy consumption by end-use sector in 1999. (Grandell, L. 2000)

  8. 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)

  9. 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)

  10. 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 • environmental values • sustainable way of life • eco-efficiency • consumer behaviour (National Core Curriculum for Basic Education 2004, 36-41.)

  11. Pedagogical knowledge 2/5 Science curriculum • 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 • Core content • 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.)

  12. 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 educationhttp://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html

  13. Pedagogical knowledge 4/5 Overview of Typology of Values Education Approaches (cf. Huitt, 2004) 1/2

  14. Pedagogical knowledge 5/5 Overview of Typology of Values Education Approaches (cf. Huitt, 2004) 2/2

  15. 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

  16. Pedagogical knowledge Material 1/2 • 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

  17. Pedagogical knowledge Material 2/2 • 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

  18. Conclusion 1/2 • 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)

  19. Conclusion 2/2 • 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)

  20. Thank you for your attention!

  21. References • 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

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