GeoEthics > Case Studies Collection > There's no such thing as a free megawatt: Hydrofracking as a gateway drug to energy literacy
Author Profile

There's no such thing as a free megawatt: Hydrofracking as a gateway drug to energy literacy

Don Duggan-Haas, Paleontological Research Institution

Summary

THIS IS A WORK IN PROGRESS.

Slickwater high-volume hydraulic fracturing, commonly known as fracking is a method for extracting oil and natural gas that is highly controversial. The process is clearly environmentally damaging, but so is every method of producing energy on a large scale. This case recognizes the teachable moment provided by the heightened interest in where our energy comes from. It offers an eight hour program (designed as a teacher professional development workshop, but adaptable to undergraduate or high school courses) that complexifies what seems like a simple issue to many. It also includes links to an array of resources that provide instructional materials for teaching activities for as short as a single class or provide the foundation to a course. Investigating the environmental, cultural, and economic impacts of hydrofracking and contextualizing it in the broader energy system highlights a wide range of ethical questions and draws attention to a simple (sort of) bottom line: We need to use a lot less energy.


Audience:
A version of this has been piloted in an inservice teacher professional development workshop, but it is adaptable to a range of audiences from high school through undergraduate courses.

Class size: 15 to 30 participants

Skills and concepts that students must have mastered
With practicing science teachers, basic science literacy is assumed. Content knowledge specific to hydrofracking, however, is assumed to be minimal.

How the activity is situated in the course
The activity follows an introduction to hydrofracking and other energy sources. Students will need to research and prepare presentation materials outside of class time.

Goals

Content/concepts goals for this activity

Participants will:


Higher order thinking skills goals for this activity

The activity addresses all levels of Bloom's Taxonomy, but most importantly analysis, synthesis and evaluation. Participants will compare and contrast energy sources, recognizing and identifying costs and benefits of each, with attention to their impacts across both Earth systems and human systems.

Other skills goals for this activity

The activity reinforces the idea of complexifying the seemingly simple, which cuts across a range of controversial issues, if not all controversial issues. Further, it highlights problems of traditional approaches to argument (argument-as-war), that can lead to more engrained polarization rather than deeper understandings, and applies alternative approaches that are intended to reduce these risks.

Ethical Principles Addressed in this Exercise

Our energy use involves a wide range of ethical issues. Because of our energy use, people suffer and die, and ecosystems are changed substantially, displacing or killing native species, contaminating air, water, and soil, and changing the global climate. A separate, but related set of ethical issues are related to the way in which we argue and advocate. A series of questions highlights related ethical principles. The term, "costs" refers not only to economic costs, but also the costs paid in human health and environmental damage.

About Energy:

About Argument: (See Daniel H. Cohen's related TED Talk, "For argument's sake": https://www.ted.com/talks/daniel_h_cohen_for_argument_s_sake#t-299818)

Description and Teaching Materials

The case uses hydrofracking and the energy system more broadly as an example. We begin by recognizing that the interest in hydrofracking can serve as a hook to draw people into learning about the broader energy system. Most of our work has taken place in New York State where a moratorium on slickwater high volume hydraulic fracturing is in place and the practice is highly controversial. Many people are suddenly interested in where their energy comes from, and for many, it is the first time they have had this interest. The place of energy in the K-12 curriculum is typically small, and most New Yorkers do not have knowledge of where their energy comes from.

Case Study Scenario







Teaching Notes and Tips



Assessment



References and Resources

Resources used in our hydrofracking education programming:

Resources for addressing logical fallacies:

Resources for alternatives to debate activities:




Debating Debating: Reframing Argumentation for Education -- Discussion  

Give some thought to how much time you have for the exercise and scale the exercise appropriately.

6892:23287

Share edittextuser=8671 post_id=23287 initial_post_id=0 thread_id=6892

Join the Discussion


Log in to reply

See more Case Studies Collection »