"During the pandemic, a lot of us had a reexamination of the education that we were offering, a chance to really look at why it is important and what its purpose is," author Rachel Scherr said."Ultimately,should be providing a basis for decision-making, and we should be enabling students to participate in scientifically responsible decisions that affect their lives and their communities.
Scherr and her collaborators share their latest updates on a multi-year project geared toward supporting physics educators in new forms of teaching about energy that connect students with the realities of physics beyond the classroom. Their study examined how a set of teachers applied this holistic approach to analyze the social and cultural impacts of Plant Scherer in Georgia.
"We've been supporting teachers for a few years now to really think about the equity issues related to power plants and the role of equity in community decision making," Scherr said."Equity has to do with not just the power plant itself, but the relationship of the power plant to the lands and waters and air that surround it, as well as human, plant, and animal communities.
"Technology, infrastructure, and energy resource decisions are partly scientific decisions, and classes that prepare"There is so much to be gained from placing these kinds of analyses in their context, where they have consequences for people and for the natural world. It's a natural extension that helps to make the physics we learn meaningful."The Physics Teacher
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