Engaging schools in the science of low energy buildings

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dc.contributor.author Charnley, Fiona en
dc.contributor.author Fleming, P. D. en
dc.contributor.author Dowsett, Tony en
dc.contributor.author Fleming, Margaret en
dc.contributor.author Cook, M. J. en
dc.contributor.author Mill, Greig en
dc.date.accessioned 2012-04-11T14:38:37Z
dc.date.available 2012-04-11T14:38:37Z
dc.date.issued 2012
dc.identifier.citation Charnley, F., Fleming, P., Dowsett, T., Fleming, M. and Cook, M. (2012) Engaging schools in the science of low energy buildings. Public Understanding of Science, 21 (7), pp. 875-890 en
dc.identifier.issn 0963-6625
dc.identifier.uri http://hdl.handle.net/2086/5902
dc.description.abstract This article explores the relationship between the previous UK government’s initiative to rebuild and renew secondary schools, and the requirement for improved education for sustainable development in the UK. The documented research utilized a number of mechanisms to engage with pupils in Leicester city schools to increase their awareness, knowledge and understanding of the science and engineering associated with the design and operation of low-energy school buildings. Workshops, discussions with energy and sustainable development experts and inspirational visits to existing low-energy buildings were employed to develop an appreciation for the importance of energy efficiency and best design practice. The results demonstrate an increase in pupils’ knowledge and understanding of low-energy school design and additionally a rise in those pupils who are interested in science and would consider it as a career option. en
dc.language.iso en en
dc.title Engaging schools in the science of low energy buildings en
dc.type Article en
dc.identifier.doi http://dx.doi.org/10.1177/0963662510385060
dc.researchgroup Institute of Energy and Sustainable Development
dc.researchgroup Institute of Energy and Sustainable Development en
dc.peerreviewed Yes en


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