Application of educational theories in restructuring an introductory course in renewable energy engineering

Abstract

The primary objective of this paper is to apply the educational theories of Kolb's experiential learning and Bloom's educational taxonomy in restructuring the course ‘Renewable energy engineering’. The steps of the research procedure investigate the application of learning theories to the restructuring of the course and the introduction of subjects on societal, environmental and legal issues, business and entrepreneurship. The methods employed refer to the development of the guidelines of the course on the rights and responsibilities of the instructor and the students. The main outcomes include the detailed teaching subjects and class activities in the four main areas of abstract conceptualization, reflective observation, concrete experience and active experimentation, with elements of knowledge, comprehension, application, analysis, synthesis and evaluation. The secondary outcomes refer to the published research and the future evaluation of the revised course.

Acknowledgement

The authors wish to express their thanks and appreciation to the Department of Civil and Environmental Engineering of San Jose State University for technical assistance and financial support.