SPE Pittsburgh Section Visits Local School, Talks Energy
Author: Anthony Darby; Published: Apr 5, 2012; Category: Uncategorized; Tags: Classroom Instruction, Education, students, Volunteer; Comments: Comments Off
Recently, Amanda Farr of the SPE Pittsburgh Section was asked to visit a local school, Braddock Hills Middle, to talk energy. Braddock Hills is a Propel Charter School in the Pittsburgh area that allows students an alternative to typical public school. For some of their lessons, they look for people in the community who can relate to what they are studying in the classroom to bring the concepts home. One of the school’s science classes has been studying energy over the last few weeks: focusing mostly on green energy such as wind and solar power.
Educating, volunteering are foundations of the Energy4me program.
Because the students had so many questions about oil and gas, the science advisor envisioned someone in the industry coming in to speak to the class regarding facts about wind and solar power energy. Enter Amanda.
“I was excited about the opportunity to visit Braddock Hills and growing the outreach activities in the Pittsburgh area,” said Amanda. “Very exciting.”
After meeting with both the science coordinator and advisor, a plan was developed regarding the student presentation that would not only answer the students’ questions, but also provide them with valuable industry information that could use and apply.
It was decided to spend half of the time explaining to the students about what certain engineers do and the other half talking about drilling for oil and gas.
Amanda explained to the students what her role and responsibilities were for her job as a wireline field engineer for a service company. The students were very interested to hear about how Amanda has experience working on oil rigs and the value of an electrical engineering degree in the petroleum industry.
During the presentation, Amanda wore coveralls, boots and a hard hat while passing out several of her tools for the students to hold and view. Once she explained what she did in the field, Amanda spoke about how one of the first oil wells was drilled near Pittsburgh, in Titusville, PA. Equally interested, the science advisor was excited to hear she went to college near the first oil well much to her amazement!
Amanda went in-depth with the students about how wells were drilled, how they used seismic logging to figure out approximately where oil and gas fields are, and showed a few animations that explained hydraulic fracturing.
“Overall, I think we all had a lot of fun and learned something in the process,” said Amanda. “I’m glad I had the opportunity to reach out to the community, diffuse some misconceptions and show both students and educators what the industry is all about here in the northeast.”
Want to get involved? Interested in volunteering some capacity? There are many opportunities available: http://www.energy4me.org/spe-volunteers/
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Hands-On or Hands-Off… Which is More Beneficial to Students?
Author: Anthony Darby; Published: Mar 29, 2012; Category: Education outreach, Energy Education; Tags: Classroom Instruction, energy education, School, Student, Technology; Comments: Comments Off
There are different ways to teach. Each student learns differently and there is no right or wrong way. The goal is that the subject matter resonates and that the student understands. That being said, we took a short survey here at Energy4me posing the question “Hands-On or Hands-Off” regarding the best way information resonates and/or assists one in understanding the material.
The results are in… 100% of the participants selected “Hands-On.” Though it is not a total representation of students across the world, it’s a general consensus amongst people in our network that hands-on works the best. That speaks to us. That speaks to teachers.
As we venture deeper into the 21st century, where the availability of information is so readily available thanks to the technical age we live in with Google and other search engines/aids on our smartphones and tablets, it’s important now more than ever to reinforce visuals and things we can hold in our hands as valuable, teachable tools. Maybe instead of just showing that 3D map of where the state capitals and countries are, how about we bring out a globe and let the students twirl it and place stickers and pins on those places; or even a visit to their state capital where they can sit-in on a court proceeding. Instead of only watching a video about animal tendencies and features, that we take them to a zoo where they can see and hold animals and vegetation in their hands?
Instead of only looking at pictures of technology exhibits and new innovations, how about we take them to places like the Offshore Technology Conference (OTC) where they can touch, stand on and get expert insight from the person that built the technology… wouldn’t that help?
Fortunately, we have teachers like you that continue to realize hands-on is not just a chance to get out of the classroom and from behind a book: it’s a chance for students to write their own… with hands-on knowledge.
Energy4me employs the 5E instructional model.This model is a teaching sequence that can be used for entire programs, specific units and individual lessons. Energy4me lesson plans support the 5E constructivist learning cycle, helping students build their own understanding from experiences and new ideas.
Want to discuss and leave your thoughts? Join us and other teachers on Facebook and leave your comments – www.Facebook.com/Energy4me
You can also connect with us at www.Twitter.com/Energy4me
Is Technology Changing our Brains?
Author: Anthony Darby; Published: Mar 22, 2012; Category: Classroom materials, Energy Education, Science; Tags: classroom, Education, science, students, Teachers, Technology; Comments: Comments Off
By Marva Morrow
For better or worse, technology is here to stay! Everything we do causes changes in the brain and the things we do a lot are most likely to cause long term changes. What is unclear is how modern technology influences the brain and the consequences this has.
According to an article published in guardian.co.uk, brain researcher Susan Greenfield claims, “’mind change’ as a result of using modern technology is one of humanity’s greatest threats. I haven’t met one parent or teacher who doesn’t think we should be talking about this. Just restricting children’s access to the internet isn’t very helpful. Instead, I would ask: What can we offer children that is even more compelling, fulfilling, exciting? We should be planning a 3D environment for our children [to enjoy] instead of putting them in front of a 2D one.” *1
Energy4me lesson plans support the 5E constructivist learning cycle, helping students build their own understanding from experiences and new ideas.
Through many studies based on brain research, educators have explored links between classroom teaching and emerging theories about how people learn. Exciting discoveries in neuroscience and continued developments in cognitive psychology have presented new ways of thinking about the brain-the human neurological structure and the attendant perceptions and emotions that contribute to learning. *2
Based on brain research, technology provides opportunities to use such important science of learning principles as pre-existing knowledge, active learning, mental models, transfer, and learning for understanding. A list of disconnected facts doesn’t lead to deep understanding or to easy transfer of knowledge from one situation to another. However, knowledge that is organized and connected around important concepts and mastery, which includes being able to visualize a concept, does lead to transfer and deeper, longer understanding.
“Because many new technologies are interactive, it is now easier to create environments in which students can learn by doing, receive feedback, and continually refine their understanding and build new knowledge,” according to How People Learn. The new technologies can also help people visualize difficult-to-understand concepts.
The verdict is in: The Brain can and does change! Technology is and will continue to have changing effects on our brains. Educators are understanding the importance of being able to transfer knowledge from one context to another and that it is “better to ‘broadly educate’ people than simply ‘train’ them to perform particular tasks.” Students cannot achieve high levels of performance without access to skilled professional teachers, adequate classroom time, a rich array of learning materials and the resources of the the communities surrounding their schools. Learning science is something that students must do through “hands-on” and “minds on” activities.
Stay in the know, LIKE Energy4me on Facebook or FOLLOW us on Twitter! Get involved and be a part of the interactive change in education!
Sources:
*1 Oxford scientist calls for research on technology ‘mind change’ guardian.co.uk, Tuesday 14 September 2010.*2 Edutopia, Brain-Based Research Prompts Innovative Teaching Techniques in the Classroom Educators explore nontraditional methods of teaching and receive positive results. By Diane Curtis.* 3 How People Learn: Brain, Mind, Experience, and School. First published in 1999 and written by a committee of scholars established by the National Research Council
One Great Day, Two Exciting Events
Author: Anthony Darby; Published: Mar 15, 2012; Category: Classroom materials, Energy Education; Tags: Classroom Instruction, Energy, energy education, science; Comments: Comments Off
This year, Offshore Technology Conference (OTC) and the U.S. National Energy Education Development Project (NEED) will offer two free educational events on Thursday, 3 May 2012 in Houston, Texas. Educators can choose to apply to attend a professional development workshop for science teachers grades 5-12 or accompany high school students to a STEM workshop ages 15 and older.
The High School STEM Event
The full-day workshop will introduce up to 200 Houston-area students to careers and technology within the offshore oil and gas industry. The high school STEM event provides a unique learning experience for student ages 15 and older. Students will get to take an exhibition tour led by industry professionals. This allows students to get to know and ask questions of professionals working in the industry making for a personal interactive learning experience. Teachers can prepare students for the event by downloading pre-lessons to the event. The high school STEM event is free to attend thanks to a very generous sponsorship from British Petroleum!
Science Teacher Energy Education Workshop
Houston-area educators of grades 4-12 are invited to attend a free one-day energy education teacher development workshop during OTC. Educators will receive comprehensive, objective information about the scientific concepts of energy and its global significance while discovering the world of oil and natural gas exploration and production. A variety of free instructional materials will be available to take back to the classroom. Instructors from the National Energy Education Development Project (NEED), the US’s leading provider of energy education programs and materials to schools, lead this part of the workshop. All NEED learning activities are correlated to the Texas science objectives and other disciplines. Teachers will learn age-appropriate energy curriculum through hands-on activities. Teachers will also be briefed on Oil and Gas Exploration and Production through a dynamic presentation from an energy education ambassador on the energy outlook for the next 20 years and beyond. The teachers will also participate in the technology tour and have the opportunity to view amazing high-tech tools, software, and equipment used by the offshore industry to find and produce energy resources around the world. Tours are led by industry professionals. The science teacher energy education workshop is FREE thanks to the generous sponsorship from ExxonMobil!
Please share this information with schools and teachers you may know in the Houston area!
Visit the Energy Education Institute for additional event details and find more hands on classroom activities here!
NEEDED: One million STEM graduates!
Author: Anthony Darby; Published: Mar 8, 2012; Category: Education outreach, Energy Education; Tags: Classroom Instruction, Education, energy education, Engineering Careers; Comments: Comments Off
Here, a teacher learns hands-on activities she can take back to her classroom. Studies have shown that classroom approaches that engage students as active participants improve retention of information and critical thinking skills and can significantly increase STEM-major interest and perseverance.
In a recently released report from the President’s Council of Advisors in Science and Technology (PCAST) it was concluded that one million additional STEM graduates are needed over the next decade to fill the growing number of jobs requiring STEM skills. The report recommended changes in undergraduate STEM education that will retain more STEM students in the first two years of their college studies. The report finds that:
- Fewer than 40 percent of students who enter college intending to major in a STEM field complete a STEM degree;
- Increasing the retention rate from 40 to 50 percent would provide three-quarters of the million STEM graduates needed; and
- Colleges and universities can significantly increase their retention rates by improving faculty instructional practices, helping students rapidly improve their entry level math skills, and creating multiple pathways to excel in STEM, particularly for underrepresented groups.
In its latest report, Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics, the President’s Council of Advisors on Science and Technology (PCAST) concludes that retaining more STEM majors is the lowest-cost, fastest policy option to provide the STEM professionals that the Nation needs for economic and societal well-being. Studies have shown that classroom approaches that engage students as active participants improve retention of information and critical thinking skills and can significantly increase STEM-major interest and perseverance, compared with conventional lecturing. In one study, for example, students in traditional lecture courses were twice as likely to leave engineering and three times as likely to drop out of college entirely compared with students taught using active learning techniques. In another study, students in a physics class that used active learning methods learned twice as much as those taught in a traditional class, as measured by test results.
Listed below are some ways you can volunteer.
- Donate education materials to schools
- Start a classroom presentation program
- Mentor a school science club
- Take part in Engineers Week and Earth Science Week activities
- Hold an energy-themed art contest
- Give classroom presentations
- Judge science fairs
- Help Boy and Girl Scouts earn Energy or Engineering Merit Badges
- Educate friends, family and your community about energy
Get involved!
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