Discovery-based learning on the topic of renewable energy in general studies for the early years and primary years

Project content and objectives

When developing materials on the subject of renewable energy or adapting existing approaches, the following criteria will be given particular consideration:

• In terms of content, the focus will be on both renewable energy and efficient energy use;

• children’s prior concepts will be taken into account in line with a constructivist approach to teaching;

• gender sensitivity;

• hands-on and minds-on;

• sustainability;

• multi-perspectivity.

The KIGA and ELISA Labs are integral components of the joint training programme for early years educators and schoolteachers within the degree programme in Subject-Specific Educational Sciences at the University of Bremen. This approach is unique and highly innovative when compared across Germany. The project outlined here aims to promote an early, sustainable foundation in science and technology for children in early years and primary education, guided by the criteria of scientific literacy and education for sustainable development. Furthermore, the project aims to provide early years educators and teachers with appropriate training for this area of responsibility. The topic of renewable energy is particularly well-suited to this purpose and enables the KIGA and ELISA Labs to develop further in the following areas:

• Presenting scientific and technical content and concepts with a focus on education for sustainable development and scientific literacy, in a problem-based and solution-oriented manner;

• Development of materials that facilitate gender-sensitive approaches;

• specifically for both children and trainee nursery and school teachers;

• Integration of initial and continuing professional development for nursery teachers and schoolteachers.

Methods

• Survey of existing approaches and materials relating to the subject area;

• Expert workshops and other events to facilitate professional exchange amongst stakeholders from research and development, manufacturing companies, practical trials, etc.;

• Survey of pre-concepts.

As very little is known about primary school children’s preconceptions regarding energy, these are to be documented as part of a pilot study conducted within a seminar with Master’s students. In previous research, combinations of interview and product analyses have proved particularly fruitful.

• Participatory observation;

• Combined initial and continuing professional development.

In collaboration with students, further training programmes for nursery and primary school teachers are to be developed, based on the students’ previous experience with renewable energy and energy efficiency in nursery and primary education. The rationale is that sustainability can only be achieved if the content of the training is actually put into practice.

Results

As a result, based on the initial considerations outlined above:

• teaching materials will have been developed, tested and evaluated,

• approaches to the joint training of nursery teachers and schoolteachers have been developed and tested,

• a framework for teacher training have been developed and implemented.

The results as a whole will be incorporated into the design and delivery of courses and project weeks at nursery schools, primary schools and as part of the Children’s University.