Creating the Storyline of Energy and Environmental Learning in the Indonesian Science Curriculum through Engineering Design Process

Abstract

 Decision-making related to energy and the environment is a crucial driver of ecological resilience and sustainability. A clear pathway for energy and environmental learning is essential as part of the science education curriculum. Literature suggests that a conceptual storyline could demonstrate the linkage among science learning outcomes to develop understanding and awareness of energy and environmental issues. Thus, this research aims to analyse how science learning outcomes are related to energy and environmental learning, create suitable storylines, and provide recommendations for the Science-Technology-Engineering-Mathematics approach with an Engineering Design Process (STEM-EDP) units that facilitate energy and environmental learning. The design-based research (DBR), was used as the research methodology, in which real-life energy and environmental problems become the central focus of coherence. Meaningful participation of two science education lecturers and four professional science teachers was involved throughout focus group discussions during the research process. From 14 main topics in science subjects, panelists agreed on six main topics that were then analyzed further to determine the order in which they should be taught, ensuring coherence and helping students grasp the broader picture of issues related to energy and the environment. We propose that the storylines covered four environmental challenges. In addition, four STEM-EDP Projects were designed and discussed with the panellists, namely forest ecosystem, river ecosystem, clean water, and clean energy challenges. The finding also suggests that STEM-EDP model could make the storyline logically and actively connected. The engineering elements through the content of real-life problems guide the application of science, mathematics, and technology.