Article
Version 1
This version is not peer-reviewed
An Action Research on the Long-term Implementation of an Engineering-centered PjBL of Sustainable Energy in a Rural Middle School
Version 1
: Received: 29 July 2021 / Approved: 30 July 2021 / Online: 30 July 2021 (11:04:33 CEST)
Version 2 : Received: 21 August 2021 / Approved: 24 August 2021 / Online: 24 August 2021 (16:35:23 CEST)
Version 2 : Received: 21 August 2021 / Approved: 24 August 2021 / Online: 24 August 2021 (16:35:23 CEST)
How to cite: Chen, C.-S.; Lin, J.-W. An Action Research on the Long-term Implementation of an Engineering-centered PjBL of Sustainable Energy in a Rural Middle School. Preprints 2021, 2021070697 Chen, C.-S.; Lin, J.-W. An Action Research on the Long-term Implementation of an Engineering-centered PjBL of Sustainable Energy in a Rural Middle School. Preprints 2021, 2021070697
Abstract
(1) Background: Due to the high proportion of disadvantaged students in a rural school in Taiwan and the gap between students’ concepts and practices of environmental protection and sustainable energy, four science and mathematics teachers in this school planned an engineering-centered PjBL of sustainable energy curriculum in a Makers Club to enhance students’ creativity, engineering skills, practices of environmental protection and sustainable energy, and learning attitudes; (2) Methods: This study is four-year action research. Teachers and students initiated the idea from rebuilding an old fan in a classroom; (3) Results: The students in the Makers Club improved their engineering skills and created various green-power generation devices (evolved from ventilation ball generator, hydropower, ocean current power generators to tiny, 3D-printing wind power generators). They turned environmental protection and sustainable energy concepts into actions during practices and won awards from science and engineering fairs every year. This creative and supportive atmosphere spread from the club to the whole school and improved the students’ practices of environmental protection and learning attitudes after long-term implementation; (4) Conclusions: The design principles of the engineering-centered PjBL of sustainable energy curriculum played a critical role and were outlined at the end of the study.
Keywords
Engineering education; Engineering-centered PjBL; Power generation systems; Sustainable energy; Sustainability
Subject
Social Sciences, Education
Copyright: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Comments (0)
We encourage comments and feedback from a broad range of readers. See criteria for comments and our Diversity statement.
Leave a public commentSend a private comment to the author(s)
* All users must log in before leaving a comment