Kurzinfo:
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Abstract
A central question of today′s political debates is: Which means are there for ensuring a long-term and
sustainable energy supply? Here, strategies for covering tomorrow′s energy supply assign renewable
energies a decisive role. In face of constantly rising prices for fossil fuels like carbon, oil and gas or
the still open question concerning the removal of atomic waste, these discussions are eminently urgent.
In order to confront climatic change, renewable energies are needed, so that also in the future a longterm
and sustainable energy supply is secured.
Sustainable energy supply is the context for the project Solarsupport, which has been supported by the
Federal Ministry for the Environment, Nature Conservation and Nuclear Safety (FKZ 0327613). The
project has been coordinated by the Institute for Environmental Questions (″Unabhängige Institut für
Umweltfragen e.V.″ - UFU) and conducted in cooperation with the Institute for Future Studies and
Technology Assessment (″Institut für Zukunfststudien und Technologiebewertung gGmbH″ - IZT)
and the German Society for Solar Energy, Regional Association Berlin-Brandenburg (Deutsche
Gesellschaft für Sonnenenergie Regionalverband Berlin-Brandenburg e.V. - DGS). Particularly, the
project is concerned with the pedagogical use of solar energy at school. Despite the relatively high
number of solar plants at schools, only a few use their plants for pedagogical means. The project
Solarsupport surveyed schools with solar plants. As the main reason for the insufficient pedagogical
use of solar plants the interviewed teachers named the la ck of a pedagogical concept and their
colleagues′ disinterest, two factors which are able to reinforce one another. Moreover, it became clear
that because of their insufficient technical equipment (no displays, no means for evaluating the plants′
output, no connection with the school computers and internet) a high number of the solar plants are not
suitable for integration into pedagogical contexts. On the basis of this survey, an detailed analysis has
been carried through and reasons for the lack of pedagogic use have been identified. The project
concentrated on three work fields. First, it developed examples of good practice regarding the
technical and the database equipment of solar plants with special emphasis on its applicability for
pedagogical and communicative ends. Second, examples of good practice have been gathered and
developed, which especially concern the pedagogical use of the plants in the framework of school
projects. Third, the project designed school units for the basic primary school (fourth and fifth class)
and the Sekundarstufe I (sixth to tenth class), which deal with several aspects of the plant and which
are specifically concerned with including the plants in regular teaching. This Werkstattbericht on
Good Practice in the domain of the pedagogical use of solar plants documents the insights the project
achieved in the three named areas. The descriptions of good practice are supplemented by individual
recommendations for optimizing the pedagogical use of the plants
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Inhaltsverzeichnis :
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Inhaltsverzeichnis
1 Einleitung
2 Auswahl von Good Practice und Optimierungen
3 Die pädagogische Nutzung schulischer Solaranlagen
4 Beispiele für Good Practice-Schulen
5 Auswertung der Befragung
6 Unterrichtseinheit Solarsupport für die Grundschule
7 Thema 1: Wie funktioniert unsere Solaranlage?
8 Thema 2: Wovon hängt es ab, wie viel Strom eine Solaranlage liefert?
9 Thema 3: Wir verbessern unsere Solaranlage!
10 Solarenergie in der Diskussion
11 Unterrichtseinheit Solarsupport für die Sekundarstufe
12 Thema 1: Wie funktioniert unsere Solaranlage?
13 Thema 2: Wovon hängt es ab, wie viel Strom eine Solaranlage liefert?
14 Thema 3: Wir verbessern unsere Solaranlage!
15 Thema 4: Solarenergie in der Diskussion
16 Anhang I: Befragungsbogen
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