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How to Promote University Students to Innovative Use Renewable Energy? An Inquiry-Based Learning Course Model

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  • Xingwei Wang

    (College of Control Science and Engineering, China University of Petroleum (East China), Qingdao 266580, Shandong, China)

  • Liang Guo

    (College of Control Science and Engineering, China University of Petroleum (East China), Qingdao 266580, Shandong, China)

Abstract

This paper aims to explore a student-oriented curriculum model on Renewable Energy Sources (RES), since RES is an important solution to the energy problem, and training talents with relevant skills and qualities has become a key part of our overall energy strategy. Based on Taylor Principle and PDCA Cycle Theory (Plan, Do, Check, Act), this paper proposed a “Student-centered Inquiry” RES course model together with three reference templates for the design, teaching, and evaluation processes of the course. This dissertation conducted a case study on 27 students from China University of Petroleum (East China), and the primary purpose of the study was to find out how changes in the curriculum could affect the learning effects of both high achievement students and low achievement students. By adopting the paired T-test and independent T-test, the results indicated that: (a) There was a relationship between the new curriculum model and the students’ academic performance, (b) the improvement in low-achievement students was more significant than in high-achievement students, and (c) the new curriculum model has positive effects on students in terms of knowledge transfer, methodology, reductionism, and consciousness formation. In view of the limitations of current RES related education in universities, these results can be used as templates to improve the quality of RES education.

Suggested Citation

  • Xingwei Wang & Liang Guo, 2021. "How to Promote University Students to Innovative Use Renewable Energy? An Inquiry-Based Learning Course Model," Sustainability, MDPI, vol. 13(3), pages 1-19, January.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:3:p:1418-:d:489707
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    1. Jonathan Álvarez Ariza & Tope Gloria Olatunde-Aiyedun, 2023. "Bringing Project-Based Learning into Renewable and Sustainable Energy Education: A Case Study on the Development of the Electric Vehicle EOLO," Sustainability, MDPI, vol. 15(13), pages 1-32, June.
    2. Giovanni Caudo & Federica Fava & Heike Oevermann, 2023. "Towards Inquiry-Based Learning in Spatial Development and Heritage Conservation: A Workshop at Corviale, Rome," Sustainability, MDPI, vol. 15(5), pages 1-15, March.
    3. Ma, Mengjuan & Zhu, Xiao & Liu, Meishan & Huang, Xiaodong, 2023. "Combining the role of green finance and environmental sustainability on green economic growth: Evidence from G-20 economies," Renewable Energy, Elsevier, vol. 207(C), pages 128-136.
    4. Yusuf Opeyemi Akinwale, 2022. "Awareness and Perceptions of University Students in the Business College towards Energy Savings and Renewable Energy Sources in Saudi Arabia," International Journal of Energy Economics and Policy, Econjournals, vol. 12(3), pages 470-476, May.
    5. Zoltán Csedő & Máté Zavarkó & Balázs Vaszkun & Sára Koczkás, 2021. "Hydrogen Economy Development Opportunities by Inter-Organizational Digital Knowledge Networks," Sustainability, MDPI, vol. 13(16), pages 1-26, August.

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