June 15, 2019
June 15, 2019
June 19, 2019
Pre-College Engineering Education
The world is on the edge of a transformative era of energy generation in which emerging technologies have the power to address local and global challenges. But getting there requires an educated citizenry empowered to create and utilize sustainable energy solutions.
The QESST Engineering Research Center is focused on furthering the use of solar energy by advancing photovoltaics (PV) science and technology. We are also committed to promoting solar energy education by: developing an extensive set of K-12 curriculum materials to support solar energy and PV engineering education, supporting teachers and outreach coordinators to implement lessons and modules on PV science and engineering, and fostering teacher’s confidence in developing PV engineering curriculum. To achieve these aims, the QESST program designed a summer research experience to provide K-12 classroom teachers opportunities to develop connections between PV engineering research labs and the classroom. Participants conduct use-inspired PV research, and design solar energy lessons.
Resulting lessons integrate STEM instruction to support 4th-12th grade students’ understanding of how solar cells are made and how engineering research is improving the capacity of PV to address the most pressing energy challenges of the 21st century. Our eventual aim is to develop a sequenced learning progression of solar energy engineering concepts and skills. Here, we present example lessons designed for students from 3rd to 12th grade, integrating NGSS curriculum standards, disciplinary concepts, practices, and cross-cutting ideas.
Jordan, M., & Johnson, M., & Wolf, A., & DeLeon, X. A., & Ramos, M., & Morrissey, M. M., & Johnson, A., & Currier, S. R., & D’Amico, L. (2019, June), Developing Photovoltaics Curriculum for Middle and Upper Grades: Using Solar to Engineer Our Energy Future (P12 Resource Exchange) Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32642
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