Abstract
This study discusses the design and implementation of a pedagogical approach for enhancing second level students’ energy literacy. This study has been carried out as part of the Energising Education to Reduce Greenhouse Gas Emissions (ENERGE) project. This approach has been used to co-design teaching and learning materials for use in second-level schools across six Northwest European regions: France, Germany, Luxembourg, Ireland, the Netherlands, and the United Kingdom. The approach has been informed by both educational practices and literature and identifies learning outcomes for energy literacy across three domains: cognitive, affective, and behavioural. Feedback from teachers that have used this pedagogical approach and materials in their physics classroom have reported on the benefits of this approach to developing student’s energy literacy.
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This work has been carried out as part of the Energising Education to Reduce Greenhouse Gas Emissions (ENERGE) project funded by Interreg (2019–2023).
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McLoughlin, E., Gunbay, S. (2024). Enhancing Second-Level Physics Students’ Energy Literacy. In: Fazio, C., Logman, P. (eds) Physics Education Today. Challenges in Physics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-48667-8_6
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