Abstract
In this paper we will describe didactic elements in the Horizon 2020 project FCHgo. This project is directed at children and adolescents between 8 and 18 years old. Its ultimate goal is to raise awareness for renewable energy sources, in particular hydrogen as a fuel and fuel cells for electric power. As part of the project, we are developing a toolkit for teachers and pupils, based upon a narrative approach to physical science and engineering. We believe the narrative approach to be best suited for this project because it allows us to take into account the cognitive tools available to pupils at various stages of their development.
Highlights
The purpose of FCHgo (Fuel Cell HydroGen educatiOnal model for schools) is to encourage – in the young generation – a culture of ecological awareness, and to develop behaviours based upon sound knowledge of key technologies
It aims at creating an Educational Program Delivery Model (EPDM) with educational materials for young learners and their teachers concerned with the science and technology of hydrogen fuel cells, to be used in primary and secondary schools
In conclusion, our methodology is centred on narratives and provides direct physical as well as mental involvement for pupils
Summary
The purpose of FCHgo (Fuel Cell HydroGen educatiOnal model for schools) is to encourage – in the young generation – a culture of ecological awareness, and to develop behaviours based upon sound knowledge of key technologies. We will address a number of challenges inherent in this endeavour Among these are a lack of basic understanding, by the general public, of the role of energy and energy carriers in physical, chemical, and biological systems; lack of specific knowledge of fuel cell technology (such as the functioning of chemical batteries and fuel cells, the role of hydrogen as an energy carrier); and a lack of understanding of the interaction of technological, environmental, economic, and social systems. We have developed a narrative approach to FCH technologies, suitable to young children and consistent with a formal path without any loss of stringency
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