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Improving energy literacy through student-led fieldwork – at home.

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Title: Improving energy literacy through student-led fieldwork – at home.
Authors: van der Horst, Dan1 (AUTHOR) dan.vanderhorst@ed.ac.uk, Harrison, Conor2 (AUTHOR), Staddon, Sam1 (AUTHOR), Wood, Georgina3 (AUTHOR)
Source: Journal of Geography in Higher Education. Feb2016, Vol. 40 Issue 1, p67-76. 10p.
Subject Terms: *Energy education, *Environmental literacy, *Active learning, *Critical literacy, *Education, Environmental geography
Abstract: “Energy literacy” is of great interest to those researching sustainable consumption, particularly with regard to its relationship to domestic energy use. This paper reflects on the pedagogic aspects of fieldwork recently carried out by undergraduate geography students in their own homes to assess energy-related technologies and practices, and how these come together into a singular, aggregated number produced by the energy meter. Conceptualising energy literacy as comprising cognitive, affective, and behavioral domains, we evaluate the experiences reported by the students, and discuss next steps in expanding the exercise and learning. [ABSTRACT FROM PUBLISHER]
Copyright of Journal of Geography in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Improving energy literacy through student-led fieldwork – at home.
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  Data: <searchLink fieldCode="AR" term="%22van+der+Horst%2C+Dan%22">van der Horst, Dan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dan.vanderhorst@ed.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Harrison%2C+Conor%22">Harrison, Conor</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Staddon%2C+Sam%22">Staddon, Sam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wood%2C+Georgina%22">Wood, Georgina</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Geography+in+Higher+Education%22">Journal of Geography in Higher Education</searchLink>. Feb2016, Vol. 40 Issue 1, p67-76. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Energy+education%22">Energy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+literacy%22">Environmental literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+literacy%22">Critical literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+geography%22">Environmental geography</searchLink>
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  Label: Abstract
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  Data: “Energy literacy” is of great interest to those researching sustainable consumption, particularly with regard to its relationship to domestic energy use. This paper reflects on the pedagogic aspects of fieldwork recently carried out by undergraduate geography students in their own homes to assess energy-related technologies and practices, and how these come together into a singular, aggregated number produced by the energy meter. Conceptualising energy literacy as comprising cognitive, affective, and behavioral domains, we evaluate the experiences reported by the students, and discuss next steps in expanding the exercise and learning. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Journal of Geography in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03098265.2015.1089477
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              Text: Feb2016
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