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Learning Energy Literacy Concepts from Energy-Efficient Homes" (2016)

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Learning Energy Literacy Concepts from Energy-Efficient Homes Clemson University TigerPrints All Dissertations Dissertations 8-2016 Learning Energy Literacy Concepts from Energy- Efficient Homes Frederick Eugene Paige Clemson University Follow this and additional works at: https://tigerprints.clemson.edu/all_dissertations Recommended Citation Paige, Frederick Eugene, "Learning Energy Literacy Concepts from Energy-Efficient Homes" (2016). All Dissertations. 1711. https://tigerprints.clemson.edu/all_dissertations/1711 This Dissertation is brought to you for free and open access by the Dissertations at TigerPrints. It has been accepted for inclusion in All Dissertations by an authorized administrator of TigerPrints. For more information, please contact [email protected]. LEARNING ENERGY LITERACY CONCEPTS FROM ENERGY-EFFICIENT HOMES A Dissertation Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy CIVIL ENGINEERING by FREDERICK EUGENE PAIGE August 2016 Leidy Klotz, Co-committee Chair Julie Martin, Co-committee Chair Catherine Mobley James Gibert ABSTRACT The purpose of this study is to understand ways that occupants’ and visitors’ interaction with energy efficient home design affects Energy Literacy. Using a case study approach including interviews, surveys, and observations, I examined the potential for affordable energy efficient homes in the Greenville South Carolina area to "teach" concepts from an Energy Literacy framework developed by dozens of educational partners and federal agencies that comprise the U.S. Global Change Research Program Partners. I paid particular attention to concepts from the framework that are transferable to energy decisions beyond a home’s walls. My research reveals ways that interaction with high efficiency homes can effect understanding of the following Energy Literacy concepts: human use of energy is subject to limits and constraints, conservation is one way to manage energy resources, electricity is generated in multiple ways, social and technological innovations effect the amount of energy used by society, and energy use can be calculated and monitored. Examples from my case studies show how the at-home examples can make lessons on energy more personally relevant, easy to understand, and applicable. Specifically, I found that: • Home occupants learn the limits of energy in relation to the concrete and constricting costs associated with their consumption. • Heating and cooling techniques showcase the limits and constraints on different sources of energy. • Relatable systems make it easier to understand energy’s limits and constraints. • Indistinct and distant power utilities allow consumers to overlook the root of electricity sources. ii • Visible examples of electricity generation systems make it clear that electricity is generated in multiple ways. • Small and interactive may mean inefficient electricity generation, but efficient energy education. • Perceptions of expense and complexity create a disconnect between residential energy consumers and renewable electricity generation. • Utility bill limits and constraints exemplify the ability to conserve energy resources. • Replicable examples teach lessons on conservation. • Via an understanding of the water-energy nexus, water conservation lessons transfer to energy saving lessons. • Passive design exemplifies how a shift in thinking can conserve energy resources through informed efficient decision-making. • Societal shifts in energy consumption are evident at home. • Efficient homes provide applicable examples of social and technological innovations. • The home is the environment in which memorable lessons on energy are passed through cultures. • Home energy consumption comparisons are a popular and effective social innovation, but people have mixed emotions about their usefulness. • A utility bill communicates that utility companies are monitoring energy use to calculate cost. • Interactivity enhances feedback from energy monitors. • Calculating and monitoring energy use is perceived as a complex mathematical process. • Energy consumption feedback at the appliance level is desired to inform decisions. • There is a separation between personal energy monitoring and public monitoring. Implications of this research are that an energy literate society will have the knowledge that is a prerequisite for the motivation to address energy and climate issues. Educators, policy makers, engineers, and designers all play a role in creating a built environment that encourages energy saving behavior. iii DEDICATION For grandchildren of Vincent “Bambi” Charle - may Tristen, Kaydon, McKenzie, Saydyn, and McKinley gain the knowledge required to spread their wings and fly. The world is yours. For all of my family - biological, spiritual, and those chosen out of love. For PEER. For the block. For you for reading. iv ACKNOWLEDGMENTS My fulfillment of the requirements for a Ph.D. put me in debt to more people than I can acknowledge in the following brief paragraphs. Great mentors, timely opportunities, and a challenging Clemson experience all made me the scholar I am now. Without the example of my mother, encouragement of my grand-god father, and guidance of my academic advisors I would have never been able to become Dr. Freddy Paige. The stars aligned when I met Leidy Klotz and Julie Martin through Denise Simmons. Leidy is the multifaceted role model I aspire to be, and Julie is the fearless leader that proves to me the existence of superheroes. Since my time as an undergraduate student, Sue Lasser, Joel Brawley, and James Gibert removed any and all excuses I had for not pursing a graduate degree. I am very thankful that such intelligent people saw my potential early in my academic career. God has provided me with so many timely blessings throughout my life. I am extremely thankful to all of the people who have sheltered, fed, and nourished my mind, body, and soul for the past 24 years. I can honestly say that no matter the circumstance, I have never needed for anything in my life. I come from meek times, but I have traveled the world, earned three engineering degrees, and am a positive part of the lives of many. My Clemson experience has been one of ironic isolation. I am extremely thankful for the positive impact PEER has had on my life. It is very unlikely I would have finished even one degree without such a strong conglomerate backing me. Clemson - you helped me to improve over time, may my contributions help you do the same. v TABLE OF CONTENTS Page TITLE PAGE .................................................................................................................... i ABSTRACT ..................................................................................................................... ii DEDICATION ................................................................................................................ iv ACKNOWLEDGMENTS ............................................................................................... v LIST OF TABLES ......................................................................................................... vii LIST OF FIGURES ........................................................................................................ ix CHAPTER I. Motivation ..................................................................................................... 1 Energy Literacy is needed for decisions that save energy ....................... 1 Efficiency innovations do not outweigh consumer driven energy trends ............................................................................ 2 Smart homes need literate inhabitants for optimal performance ............. 3 The home can be a special environment for formal and informal education ....................................................................... 4 II. LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK .............. 6 Constructivist theories identify the vital role of physical and social context in the learning process ........................................... 6 Naturework theory supports the need to design a built environment that encourages energy saving culture ................................................. 9 Learning abstract concepts like energy benefits from structure, repetition, and support ...................................................... 13 Energy Literacy is not a focus of traditional education ......................... 15 This study focused on five essential concepts of Energy Literacy ............................................................................ 17 vi III. CASE STUDY METHODOLOGY ............................................................. 21 Case descriptions ................................................................................... 21 Data collection ....................................................................................... 39 Addressing research quality ................................................................... 46 IV. FINDINGS AND DISCUSSION ................................................................. 52 Human use of energy is subject to limits and constraints ...................... 53 Conservation is one way to manage energy resources ........................... 59 Electricity is generated in multiple ways ............................................... 69 Social and technological innovations affect the amount of energy used by society ............................................... 81 Energy use can be calculated and monitored ........................................
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