Energy Geographies: Thinking Critically about Energy Issues in the Classroom

Autor/in	Delgado, Elvin
Titel	Energy Geographies: Thinking Critically about Energy Issues in the Classroom
Quelle	In: Journal of Geography in Higher Education, 40 (2016) 1, S.39-54 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2015.1089475
Schlagwörter	Energy; Energy Education; Power Technology; Class Activities; Intervention; Geographic Concepts; Political Issues; Economic Factors; Social Influences; Environmental Influences; Interdisciplinary Approach; College Programs; Course Objectives; Course Organization; Agricultural Production; Student Evaluation; Teaching Methods; Critical Thinking; College Students; Washington + Suchen Sie Ihr Suchwort? Energie; Antriebstechnik; Politischer Faktor; Ökonomischer Faktor; Sozialer Einfluss; Environmental influence; Umwelteinfluss; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Studienprogramm; Course organisation; Kurskonzept; Agriculture; Production; Landwirtschaft; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Collegestudent
Abstract	Energy issues are becoming increasingly common subjects of instruction in undergraduate- and graduate-level classrooms across a variety of disciplines. The interdisciplinary character of energy studies provides geographers with a great opportunity to present different applied and theoretical approaches to help students conceptualize energy issues from a critical perspective. This article presents a class intervention as an example of how to incorporate geographic concepts and political economic theory into the classroom to help students understand the social, political, economic, and environmental implications of energy production, distribution, and consumption at multiple scales from a critical perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01