The Promise of Using Energy Tracking Data to Promote Home-School Connections and Youth Agency in Climate Action

Abstract:

Formal classroom learning experiences that support energy conservation behaviors outside the classroom necessarily must bridge students’ home and school lives, as knowledge and practice learned in the classroom is implemented outside of school. To this end, we study the impact of the Green Ninja Energy Tracker curriculum, which uses students’ home energy data in the classroom to promote engagement in climate change and conservation behaviors. Data is drawn from class observations, a focus group, and pre- and post- surveys of a pilot implementation of this curriculum in a diverse 12^th-grade Earth Science classroom at an alternative school. We investigate what factors contributed to student engagement in learning about and participating in energy conservation behaviors. We found that students were engaged by the immediacy of tracking their energy use in near-real time, and were motivated by the economic benefits experienced as a direct result of changing their behaviors. In addition, students reported discussing and problem-solving energy use with their families, and surfaced considerations that informed which energy behaviors were implemented and why. Students also reported high levels of personal agency in taking action on climate change, but were pessimistic about the likelihood of society as a whole taking action. We suggest that this pilot demonstrates that potential power of connecting students’ home and school lives through energy tracker software as a catalyst for developing scientific expertise and engagement, and supporting energy conservation behaviors.