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RENEWABLE ENERGY EDUCATION AND INDUSTRIAL ARTS: LINKING KNOWLEDGE PRODUCERS WITH KNOWLEDGE USERS (NEEDS ANALYSIS, VOCATIONAL, TECHNOLOGY, ALTERNATIVE ENERGY CURRICULUM)
Abstract
Purpose of the Study. The purpose of this study was to introduce renewable energy technology into the industrial arts programs in the State of New Hampshire by providing the following information for decision-making: (1) a broad-based perspective on renewable energy technology; (2) the selection of an educational change model; (3) data from a needs analysis; (4) an initial screening of potential teacher-trainers. Methodology. The Wolf-Welsh Linkage Model was selected as the knowledge production/utilization model for bridging the knowledge gap between renewable energy experts and industrial arts teachers. The Coffing and Hutchinson Needs Analysis Methodology was used to identify and prioritize definitions of needs related to two statements: industrial arts teachers' need for knowledge to teach renewable energy education (a) as defined by industrial arts teachers and (b) as defined by renewable energy experts. Results. Ninety-six renewable energy experts were identified by a three-step peer nomination process (92% response rate). A list of 493 discrete needs was identified by thirty-one definers representing the State's 309 industrial arts teachers and the renewable energy experts (100% response rate). The 493 need statements were prioritized by teachers (70% response rate) and experts (92% response rate). The degree of agreement/disagreement between the teachers and experts was determined by direct comparisons and by a statistical comparison using a rank order correlation (p = .6273). The degree to which individual teachers agreed or disagreed with the group of experts was measured by a series of rank order correlations. These 200 correlations were labeled "indices of congruency". A stepwise multiple regression technique was used to measure the predictive value of 126 demographic variables on the dependent variable, teachers' indices of congruency. Lastly, sixty-seven industrial arts teachers were nominated by their colleagues as potential in-service instructors. Conclusions. The experts stressed the conceptual foundations, economic justifications, and the scientific and quantitative basics of renewable energy technology. The teachers focused on wood-burning technology, educational strategies, and the more popular "alternative energy" sources such as windpower, hydropower, photovoltaics, and biomass. The most emphatic contribution of the needs analysis was the experts' and teachers' shared perception that residential/commercial building design, retrofitting, and construction is the single most important practical, technical area for the application of renewable energy technology.
Subject Area
Inservice training
Recommended Citation
FOLEY, RICHARD LIND, "RENEWABLE ENERGY EDUCATION AND INDUSTRIAL ARTS: LINKING KNOWLEDGE PRODUCERS WITH KNOWLEDGE USERS (NEEDS ANALYSIS, VOCATIONAL, TECHNOLOGY, ALTERNATIVE ENERGY CURRICULUM)" (1985). Doctoral Dissertations Available from Proquest. AAI8602632.
https://scholarworks.umass.edu/dissertations/AAI8602632