FCHgo!
An imaginative approach to hydrogen and fuel cell technology for young students and their teachers
At a glance
- Project leader : Dr. Elisabeth Dumont
- Project team : Prof. Hans Ulrich Fuchs, Prof. Dr. Thomas Hocker, Dr. Thomas Holzer
- Project budget : EUR 500'000
- Project status : completed
- Funding partner : EU and other international programmes (Horizon 2020 / Projekt Nr. 826246)
- Project partner : Free University of Bozen-Bolzano, University of Modena and Reggio Emilia, Nicolaus Copernicus University, Technical University of Denmark, Steinbeis-Europa-Zentrum, InEuropa srl
- Contact person : Elisabeth Dumont
Description
Purpose of the EU project FCHgo (Fuel Cell HydroGen educatiOnal
model for schools, Call H2020-JTI-FCH-2018-1 n. 826246) is to
encourage a culture of ecological awareness and to develop
behaviors based upon sound knowledge of key technologies by the
coming generations. It aims at creating educational material for
young learners (primary and secondary schools) and their teachers
to be used in primary and secondary schools about science and
technology of hydrogen fuel cells.
We will address a number of challenges faced by citizens in
industrialized countries. Among these are a lack of basic
understanding of the role of energy and energy carriers in physical
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); a lack of
understanding of the interaction of technological, environmental,
economic, and social systems. Better understanding of such
challenges by a larger number of people, from pupils to their
families and acquaintances will be central for technological,
economic, and social progress that is to guide and help us through
the transformation of society toward sustainable energy
systems.
From a scientific and engineering viewpoint, we make use of modern
developments in physics, chemistry, and systems engineering, and
integrate it with the best knowledge available regarding FCH
technologies. But Young children cannot be expected to understand
such complex systems derived from a top-down approach originating
in formal science and engineering. Therefore, we will develop a
narrative approach to FCH technologies, suitable to young children
and consistent with a formal path without any loss of
stringency.
Narrative has received much attention in recent investigations into
science education; it has become clear that there is a wide range
of forms and uses of narrative in science. We concentrate upon a
meaning of narrative that is closely tied to conceptual structure
and understanding of science.
The human mind creates images of the working of forces of nature
that can be rendered in stories [1,2,3] or in animations using
visual metaphors. A sample animation about the exchanges of energy
occurring in an imaginary perpetual motion machine has been
developed by M. Deichmann [4]. We plan to fabricate a similar video
about fuel cells.
Visual metaphors telling the story of the interaction of forces of
nature in energy systems can also be cast in the form of plays. We
shall produce such energy plays where students act as energy
carriers in systems that create chains of processes (such as sun to
solar cell to electrolysis of water to producing an electric output
by a fuel cell to driving an engine or lighting a lamp).
While empowering the imagination and imaginative rationality with
the help of stories and play of forces of nature (such as sunlight,
hydrogen, electricity, heat) is in the foreground for young
children (8-12 years of age), making use of imaginative rationality
in the creation of mental and computer models from stories told and
re-told, forms the core of a methodology for older students (12-18
years of age). Moreover, stories provide a repository, for
adolescents, of much detailed knowledge about a subject that is
more properly conveyed narratively than, say, in printed tables or
long expositions.
Stories of forces of nature interacting in energy chains have been
converted into graphical representations [5] using the same
metaphors as those that structure stories and play in general.
Process-diagrammatic techniques provide us with didactic means for
older learners where story-worlds (models) are created in a form
that is intermediate between story or play and formal computer
models. Among educational materials, instructions how to use simple
physical objects that allow students to assemble process diagrams
for a large range of concrete systems will be given.
In conclusion, our methodology will be centered on narratives
(stories and plays for the youngest) and provide direct physical as
well as mental involvement for pupils. Students and teachers will
be involved in telling and creating stories or narratives,
experiencing the assembly and the functioning of simple toys or
devices. They will discuss forces of nature acting in the toys and
devices, design and play how forces of nature act and involve
energy, construct process diagrams with more or less formalized
iconographic materials, reflect upon FCH technology, applications,
and job opportunities. The EPDM will provide didactic materials and
teacher guides for the network of schools and stakeholders that
will make use of this project.
References
[1] Hans U. Fuchs, Annamaria Contini, Elisabeth Dumont, Alessandra
Landini, and Federico Corni (2018), “How metaphor and narrative
interact in stories of forces of nature”. In: Michael Hanne and
Anna A. Kaal (Ed.), Narrative and metaphor in education: Look both
ways. Abingdon, UK and New York, NY: Routledge, pp. 91-104.
[2] Fuchs, H. U. (2013a). Il significato in natura. In Corni F.
(ed.) (2013): Le scienze nella prima educazione. Un approccio
narrativo a un curricolo interdisciplinare, Erickson, Trento,
Italy. English version: Meaning in Nature—From Schematic to
Narrative Structures of Science. Retrieved from www.hansfuchs.org/
LITERATURE/Literature.html.
[3] Fuchs, H. U. (2013b) Costruire e utilizzare storie sulle forze
della natura per la comprensione primaria della scienza. In Corni
F. (ed.) (2013): Le scienze nella prima educazione. Un approccio
narrativo a un curricolo interdisciplinare, Erickson, Trento,
Italy. English version Designing and using stories of forces of
nature for primary understanding in science. Retrieved from
www.hansfuchs.org/ LITERATURE/Literature.html.
[4] Deichmann, M. (2014). Im übertragenen Sinne. Metaphern und
Bildvergleiche in der Wissernschaft (Bachelor thesis). Zürcher
Hochschule der Künste, Zurich. Movie to be found at
http//vimeo.com/98311515
[5] Fuchs, H. U. (2010) The Dynamics of Heat. Second Edition.
Graduate Texts in Physics. Springer, New York. (First Edition,
Springer, New York, 1996.)
Publications
-
Dumont, Elisabeth; Fuchs, Hans Ulrich; Corni, Federico; Contini, Annamaria; Altiero, Tiziana; Marcello, Romagnoli; Karwasz, Grzegorz P.,
2021.
In:
GIREP–ICPE–EPEC–MPTL Conference, Budapest, 1-5 July 2019.
IOP Publishing.
Available from: https://doi.org/10.1088/1742-6596/1929/1/012019