An Action Research on the Long-Term Implementation of an Engineering-Centered PjBL of Sustainable Energy in a Rural Middle School

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-centred PjBL of sustainable energy curriculum in a Makers Club to enhance students’ creativity, engineering technical skills, practices of environmental protection and sustainable energy, and learning attitudes; (2) Methods: This study is a 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 technical skills and created various green-power generation devices (evolved from a 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-centred PjBL of sustainable energy curriculum played a critical role and were outlined at the end of the study.

Exploring Challenges for Integrating Solar PV Technology in Secondary Schools’ Education

“…Schools located in areas with limited access to solar PV resources may find it challenging to procure necessary equipment or instruments for teaching. According to Chen and Lin, for students residing in rural regions, the perception of failure in project execution doesn't loom as large in their minds as do financial concerns, given that implementing more creative project activities requires substantial funding [15]. Such difficulties are not encountered by urban school students, as they have abundant and readily accessible resources [6].…”

“…As Chen and Lin note, teachers need to request substantial funds to procure equipment when executing project activities. At times, teachers and students must be resourceful with available materials or borrow from relatives, peers, or NGOs to facilitate their learning [15]. This strategy is also employed by Machuve and Mkenda, who executed a project involving solar-powered motor toys created from low-cost materials during the learning process [16].…”

“…Lastly, Chen and Lin reported that a lack of equipment during learning activities renders student's incapable of putting their knowledge into practice [15]. The shortage of apparatus or necessary equipment to teach solar PV in schools can negatively impact students' learning.…”