GENERATE: The Game of Energy Choices -- Promoting Energy Literacy While Cultivating Systems Thinking

Autor/inn/en	Refvem, Emma; Haine, Dana
Titel	GENERATE: The Game of Energy Choices -- Promoting Energy Literacy While Cultivating Systems Thinking
Quelle	In: Science Teacher, 88 (2021) 6, S.52-57 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Energy; Systems Approach; Science Instruction; Educational Games; Learner Engagement; Power Technology; Energy Education; Secondary School Science; College Science; Student Evaluation + Suchen Sie Ihr Suchwort? Energie; Systemischer Ansatz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Educational game; Lernspiel; Antriebstechnik; Schulnote; Studentische Bewertung
Abstract	The "electric grid" is the system of power generators, power lines, and other equipment that transports electricity from where it is generated to where it is used. Electricity and its distribution are crucial to the functioning of modern society, yet its dynamics often go unseen and unnoticed by the public. Teaching about the sources used to generate electricity in the context of the electrical grid offers an opportunity to promote energy literacy while cultivating systems thinking among students. While science curricula task students with learning about the range of energy sources that can be used to generate electricity, this is just one aspect of the complex problem of providing affordable and reliable electricity to all people. "Generate: The Game of Energy Choices," is a competitive board game that places student teams in the role of utility company executives tasked with providing electricity to customers under a range of scenarios, from lowest cost to lowest carbon emissions. Students use a simple, data-based simulation along with mathematical thinking to create a model electric grid by taking into account the cost to build and maintain different electricity-generating facilities over a 30-year period. The game creates a competitive learning environment to foster student engagement in the decision-making process as they work in teams to battle amongst each other to create an energy portfolio that costs the least while also considering trade-offs about cost, carbon emissions, water use, aesthetics, and public perception. This article describes how this game can enhance energy instruction and engage students in critically evaluating the range of energy sources used to power their lives and incorporates anecdotes from teachers who have used the game in their classrooms. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01