Learnscapes for renewable energy education: An exploration of elementary student understanding of solar energy systems

Abstract

Integrating the built environment of the school is one avenue to deliver place-based energy education connecting abstract ideas with the physical environment. This study examined how and if an outdoor classroom (learnscape) with solar panels together with a six-week renewable energy unit supported students in developing conceptual knowledge of energy systems. Fourth grade classrooms from two schools, one with a learnscape and one without, within the same district enacted the unit. Student learning gains (n=97) were measured through model-based reasoning at four time points before, during, and after the unit. Students (n=12) were interviewed about their models. Students in both schools identified the main system components and sequences. However, learnscape students exhibited a more nuanced understanding of solar energy systems and explicitly cited the learnscape as a “teaching tool” for energy education. Findings suggest that the presence of sustainability features on the school campus can enhance student learning outcomes.