10.07.2015   SonSolar

Didactical concept

• The problems are chosen that way, that the needed mathematical contents in order to solve them are part of mathematics school curricula.

• Advantageously every problem should concentrate on a special mathematical topic, such that it can be integrated in an existing teaching unit; as project-oriented problems referring to several mathematical topics are seldom picked up by teachers.

• The problems should not afford special knowledge of teachers concerning future energy issues and especially physical matters. For this reason all nonmathematical information and explanations concerning the problem’s foundations are included in separated text frames.

• By going on this way information in respect to future energy issues is provided for both, teachers and students, helping them to concern themselves with the topic.

In order to promote renewable energy issues in mathematics classrooms, the authors have developed a special didactical concept to open this field for students, as well as for their teachers. The cornerstones of this didactical concept are:

This didactical concept was first published by the authors at the ‘12. Internationales Sonnenforum 2000′ in Freiburg [6]. On its basis, we have constructed and worked out several series of mathematical problems for secondary classrooms concerning the topics of rational usage of energy, photovoltaic, biomass, wind energy, thermal solar energy, traffic and transport; further problems for example to hydro power are in preparation.

We have presented our concept and problem examples in several conferences respectively teacher education events ([7], [8], [9], [10], [11], [12], [13], [14], [15], [16], [17],

[18] ), with much positive reactions. The authors are grateful for the broad support they earned and the valuable hints and materials they received with regard to the development of further problems.