Using Small-Group Discussion to Foster In-Service Teachers’ Comprehension and Instruction of Sustainable Energy Transitions through PV Science

ABSTRACT

This study examined the impact of a practice-based approach to in-service science teacher education, using small-group discussions about photovoltaic (PV) science to support teachers’ instruction on sustainable energy transitions in response to climate change risks. Ultimately, we aimed to promote teachers’ PV science comprehension as well as their ability to use small-group discussions productively in their future classrooms. In-service teachers (N = 6) participated in a five-week summer Solar Energy Engineering Research Experience for Teachers program where they read a series of scientific articles, attended presentations, and engaged in small-group Quality Talk discussions, all about solar energy as a sustainable technology for post-carbon energy futures. Using a qualitative content analysis approach, we gathered evidence associated with both the indicators of high-level comprehension evidenced within the talk as well as teachers’ individual PV science knowledge before and after each discussion. We also collected data related to teachers’ instructional intentions via lesson plans and their self-reported future use of classroom discussions. Numerous indicators of high-level comprehension were present within the talk and teachers evidenced growth in their PV science knowledge from pretest to posttest. Additionally, teachers not only infused their lesson plans with the PV science topics they discussed, but they also expressed intentions to teach PV science using discussions in their future classrooms. Findings suggest in-service teachers can benefit from opportunities to engage in a practice-based approach emphasizing discussions, resulting in not only enhanced PV science comprehension but also intentions to enact discussions about the learned content in their future classrooms.

KEYWORDS:

• Discourse
• energy transitions
• photovoltaics
• research experience for teachers
• solar energy
• sustainability
• teacher learning

Acknowledgement

We are grateful for the valuable contributions of the teachers who participated in the RET program as part of this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.17605/OSF.IO/A58RM

Additional information

Funding

This material is based upon work supported in part by the National Science Foundation [under award No. 1560031] and by the Engineering Research Center Program of the National Science Foundation and the Office of Energy Efficiency and Renewable Energy of the Department of Energy under NSF Cooperative Agreement [No. EEC–1041895]. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of NSF or DOE.