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role
for
home
energy
monitors
in
primary
school
energy
education?
A
pilot
study
(summary
document)
There
is
evidence
from
numerous
studies
that
direct
feedback
on
energy
use,
such
as
from
a
home
energy
monitor
(HEM)
which
provides
real-time
information
on
rate
of
energy
use,
cost
and
other
data
to
occupants
can
result
in
energy
savings
of
5-15%
(Darby
2006).
HEMs
have
previously
been
used
in
primary
school
energy
education
as
a
way
of
teaching
children
about
home
energy
use
with
the
added
attraction
that
the
homework
element
provides
scope
to
increase
other
household
members
energy
awareness.
However,
peoples
experiences
of
using
HEMs,
as
reported
in
the
literature,
are
not
all
positive.
For
example,
Hargreaves
et
al.
(2010)
found
expressions
of
guilt
associated
with
knowledge
of
energy
use,
and
the
potential
for
family
dispute.
Other
problems
are
associated
with
homework
which
requires
parental
involvement,
such
as
constraints
on
parents
time,
energy
and
knowledge
(Hoover-Dempsey
et
al.
1995)
and,
again,
family
tension
and
dispute
(Levin
et
al.
1997).
As
such,
my
research
sets
out
to
ask:
what
do
children,
parents/guardians
and
teachers
think
about
the
use
of
home
energy
monitors
in
primary
school
energy
education?
It
is
intended
that
the
results
should
inform
future
research
into
the
role
of
feedback
and
family
in
home
energy
use,
as
well
as
the
design
of
energy
education
programmes.
The
research
draws
on
theory
from
a
number
of
key
domains,
but
principally
learning
and
consumer
acceptance.
The
use
of
HEMs
in
the
manner
described
can
allow
for
experiential
learning
learning
by
doing
in
which
learners
are
able
to
try
something,
get
feedback
on
the
result,
reflect
on
this
feedback,
plan
a
new
action
and
test
it
(and
the
cycle
repeats).
In
addition,
there
is
the
potential
for
intergenerational
learning
(a
goal
which
isnt
uncommon
in
environmental
education
initiatives
see
Duvall
&
Zint
2007)
and
wider
social
learning
as
communities
associated
with
the
school
discuss
their
experiences.
These
types
of
learning
only
have
a
chance
to
take
place
if
the
various
parties
involved
accept
the
intervention.
This
acceptance
is
likely
to
be
influenced
by
factors
including
perceptions
of
usefulness
and
ease
of
use
(according
to
the
technology
acceptance
model
see
Davis
1989),
trust
in
the
administering
institution,
and
perceived
risk.
The
research
question
is
being
explored
through
the
use
of
focus
groups
with
children
(age
9-11),
parents/guardians
and
teachers
at
two
primary
schools
in
north
London
(with
an
additional
group
conducted
with
fellow
students
at
UCL
Energy
Institute).
This
method
was
selected
to
allow
for
the
generation
of
a
wide
range
of
views
on
the
subject
from
the
main
stakeholders
in
a
manageable
time
period.
The
participating
schools
were
chosen
as
their
catchments
represent
a
range
of
housing
types
and
income
levels,
and
the
schools
have
different
strategies
with
regard
to
environmental
education.
The
individual
participants
have
also
been
selected
(as
far
as
possible)
with
diversity
in
mind.
Focus
groups
schedules
were
devised
to
solicit
participants
thoughts
on
the
subject
in
relation
to
the
theory
discussed
in
the
previous
paragraph.
All
groups
are
being
recorded
for
audio
and
the
content
analysed
in
NVivo.
At
time
of
writing
three
groups
have
been
conducted
one
each
with
children,
parents/guardian
and
teachers
all
at
one
of
the
schools.
Analysis
is
only
in
the
early
stages,
but
I
would
like
to
present
here
several
reflections
and
impressions
regarding
the
conduct
of
the
research
and
early
results.
Initial
recruitment
of
schools
to
participate
was
not
as
challenging
as
envisaged
indeed
people who are involved in environmental education in primary schools seemed very open to collaborating on this type of research (although it is acknowledged this this may divert attention from schools without an active environment programme). Securing participants and adequate time for the groups has, however, been more problematic and has led to concessions such as conducting the child group with a teacher in the vicinity (a nature garden) but not helping to moderate the session as had been the original intention (which lead to my spending time keeping discipline in the group, creating a more difficult dynamic for research). I also envisage some challenges in reporting my results while honouring the spirit of my confidentiality agreements, due to the fact that participants in the teacher group were also involved in recruiting parents and children to participate and would therefore be aware of who may have expressed certain opinions (even if they are unable to determine the precise individual). Some initial impressions from the groups: - - - The children, parents/guardians and teachers all responded with enthusiasm to the energy monitor. Wow! The children said they would be keen to try it out on appliances in their home and elsewhere. Id take it to the TV room. Id take it to my youth club. Teachers had stories of children getting their parents involved in environment-related initiatives before, and thought this could have a similar effect. One boys mum had said she hated gardening Now she has a love for it. Parents echoed this to an extent, and would be happy to help their child(ren) use the monitor but didnt really think it was childs role to think about energy, especially in relation to bills I dont think you should put that upon a child. It isnt always easy or possible for people to prioritize energy saving. Id love to make the environment better but were stressed out with other things in life
906 words References Darby, S., 2006. The effectiveness of feedback on energy consumption: a review for DEFRA of the literature on metering, billing and direct displays, Environmental Change Institute, University of Oxford. Davis, F.D., 1989. Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), pp.319-340. Duvall, J. & Zint, M., 2007. A Review of Research on the Effectiveness of Environmental Education in Promoting Intergenerational Learning. The Journal of Environmental Education, 38(4), pp.14- 24. Hargreaves, T., Nye, M. & Burgess, J., 2010. Making energy visible: A qualitative field study of how householders interact with feedback from smart energy monitors. Energy Policy, 38(10), pp.6111-6119.
Hoover-Dempsey, K.V., Bassler, O.C. & Burow, R., 1995. Parents Reported Involvement in Students Homework: Strategies and Practices. The Elementary School Journal, 95(5), pp.435-450. Krueger, R.A. & Casey, M.A., 2000. Focus groups: a practical guide for applied research, London: SAGE. Levin, I. et al., 1997. Antecedents and consequences of maternal involvement in childrens homework: A longitudinal analysis. Journal of Applied Developmental Psychology, 18(2), pp.207-227.