Using Action Research to Enhance Learning on End-Use Energy Demand: Lessons from Reflective Practice

Autor/inn/en	Petrova, Saska; Torres Garcia, Miguel; Bouzarovski, Stefan
Titel	Using Action Research to Enhance Learning on End-Use Energy Demand: Lessons from Reflective Practice
Quelle	In: Environmental Education Research, 23 (2017) 6, S.812-831 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2016.1144177
Schlagwörter	Action Research; Environmental Education; Energy; Energy Conservation; Higher Education; College Curriculum; Student Projects; Teaching Methods; Evaluation Methods; Questionnaires; Interviews; Student Attitudes; Undergraduate Students; Active Learning; Problem Solving; Foreign Countries; Family Environment; Business; Learning Processes; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Projektforschung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Energie; Energieerhaltung; Energiespeicherung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Interviewing; Interviewtechnik; Schülerverhalten; Aktives Lernen; Problemlösen; Ausland; Familienmilieu; Business studies; Wirtschaft; Betriebswirtschaft; Learning process; Lernprozess
Abstract	This paper responds to the need for a greater integration of energy and environment themes in the higher education curriculum. We explore the practical implications of empowering students towards the implementation of individual action research projects focused on investigating and addressing insufficient or wasteful energy consumption among households and businesses. The paper scrutinizes a series of teaching and assessment activities within this domain, undertaken during 6 consecutive academic years--between 2008 and 2013--within a third-level undergraduate course unit at the University of Birmingham in the United Kingdom. Using questionnaire surveys, assessed projects and interviews with the students, we have found evidence to suggest that the action research projects contributed to the emergence of constructive alignment in the entire teaching process, while opening the space for informal action learning "sets" leading to the generation of new problem-solving skills useful in the job market. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01