Energy literacy in the Canadian elementary classroom

Abstract

This dissertation presents a body of research that addresses the policy issue of the effectiveness and role of curriculum in building energy literacy. Energy literacy, which encompasses broad content knowledge as well as affective and behavioural characteristics, will empower students to make responsible and appropriate energy-related choices, and embrace changes in the way they use and produce energy. Students who are energy literate will be more capable of engaging in thoughtful energy-related decisions as they become adults, informing policies and energy projects moving forward. A framework to assess if the elementary science curricula across Canada would meet the required elements to establish energy literacy in elementary school students was developed. This framework suggests that many of the curricula do not support energy literacy but rather focus on content knowledge. The science curriculum assessment identified all aspects of energy expected to be understood by the end of grade 8. This assessment was used to formulate the student survey, and the in-class focus group. Students showed general energy literacy during the focus group discussions in addition to significant learning and interest in energy after the discussion. Grade 6 students showed surprisingly high degrees of understanding and application when compared to the middle-school students. Teachers were interviewed to evaluate their use of curriculum in the classroom, teaching practices, and understanding of science literacy. Teaching science was raised as a way to increase engagement and accessibility for those who struggle in other areas in school. Science through self-directed project-based learning does not require the same level of literacy or numeracy for engagement. However, this focus on inquiry-based learning was bound by the teacher having enough engagement to answer questions and involve students emphasizing the need for professional development for new or complex topics. The ever-increasing demands on teachers to integrate social issues (e.g., environmental and climate justice) to science education is particularly relevant when considering that energy literacy has three core pillars including affect or the values and beliefs one has. This is particularly important with an increasingly polarized world, where students are bombarded with polarized media and face teachers who have their own implicit and explicit biases. Education must focus on facts while still providing a strong foundation of scientific skills that enable students to develop their own beliefs about science. The curriculum is not structured in such a way as it too has many implicit biases, such as defining energy as either renewable or nonrenewable. These findings support the complex relationship between knowledge, affect, and behaviour, underscoring the importance of using educational strategies that focus not only on cognitive development but engage the whole student in the learning process while still maintaining balance and focus on scientific outcomes. The results also provide evidence for using educational pedagogies that incorporate projects and inquiry-based models to connect the content to student lives outside of school. The results of this study do provide some insight as to the utility of curriculum as a policy tool, that is that curriculum is only one part of a complex system and curriculum reform alone is unlikely to equate to changes in the classroom. Overall, the results of this study support the need for wider implementation of science professional development, including project-based energy education and the creation of resources that can be easily and freely accessed by teachers. Key words: education, energy literacy, science literacy, pedagogy