Renewable energy education and industrial arts: linking knowledge producers with knowledge

Thesis/Dissertation · Tue Jan 01 00:00:00 EST 1985

OSTI ID:5704974

Foley, R L

This study introduces 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. 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. Ninety-six renewable energy experts were identified by a three-step peer nomination process (92% response rate). 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.

• Research Organization: Massachusetts Univ., Amherst (USA)
• OSTI ID: 5704974
• Resource Relation: Other Information: Thesis (Ph. D.)
• Country of Publication: United States
• Language: English

Related Subjects

29 ENERGY PLANNING
POLICY AND ECONOMY
RENEWABLE ENERGY SOURCES
EDUCATION
BIOMASS
HYDROELECTRIC POWER
PHOTOVOLTAIC CONVERSION
WIND POWER
WOOD BURNING APPLIANCES
APPLIANCES
CONVERSION
DIRECT ENERGY CONVERSION
ELECTRIC POWER
ENERGY CONVERSION
ENERGY SOURCES
POWER
299000* - Energy Planning & Policy- Unconventional Sources & Power Generation