Active Learning Methodologies in a Solar Power, Middle-Grade Curriculum for Palestinian Schools

Abstract

Palestine has great potential for solar energy use because of its status as an occupied territory with ac-companying energy challenges and the area’s ample amounts of sunshine. Solar energy education and the incorporation of active-learning methods can promote learning about key scientific concepts, environmental benefits, and uses of solar energy, while developing problem-solving and inquiry abilities. A grades six to nine curriculum on solar energy for Palestinian schools is described, which uses structured inquiry, problem-based learning, and multimedia animated videos. The format for the activities is exploration occurs first followed by concept formation using the videos and discussions. A three-day teacher work-shop led participants through the experiences. A subsequent implementation in schools was observed. Participants had overall positive attitudes toward the curriculum, the active-student learning methods, their abilities to implement, and the positive effects the program would have on student learning.