Report on International Carbon Capture and
Storage Education Materials
Energy Transformed Flagship
Angela Colliver, Anne-Maree Dowd and Shelley Rodriguez
EP 114532
Prepared for Peter Grubnic, Mat Norton and Angus Henderson
Global CCS Institute
Report on International Carbon Capture and Storage Education Materials
Enquiries should be addressed to:
Angela Colliver
CSIRO Education
Phone: +61 2 6276 6804 | Fax: +61 2 6276 6641 | Mobile: 0407 377 923
Address: PO Box 225 DICKSON ACT 2602
Copyright and Disclaimer
© 2011 CSIRO To the extent permitted by law, all rights are reserved and no part of this publication covered
by copyright may be reproduced or copied in any form or by any means except with the written permission of
CSIRO.
Important Disclaimer
CSIRO advises that the information contained in this publication comprises general statements based on
scientific research. The reader is advised and needs to be aware that such information may be incomplete
or unable to be used in any specific situation. No reliance or actions must therefore be made on that
information without seeking prior expert professional, scientific and technical advice. To the extent
permitted by law, CSIRO (including its employees and consultants) excludes all liability to any person for any
consequences, including but not limited to all losses, damages, costs, expenses and any other compensation,
arising directly or indirectly from using this publication (in part or in whole) and any information or material
contained in it. The views expressed herein are not necessarily the views of the Global CCS Institute,
and the Institute does not accept responsibility for any information or advice contained therein.
2
Executive summary
This report presents research findings on the scope, characteristics and quality of currently available education
material on carbon dioxide capture and storage (CCS) for the school sector around the world. The results serve as
a reference point in understanding the ‘state of play’ in the availability and value of CCS education materials globally.
The purpose of this review has been to assist the Institute evaluate the available print, multimedia and web-based
CCS education resources for classroom use in schools. Specifically, the research aims to:
1. Collate a database of publically available education materials that include CCS in the content;
2. Establish an evaluation framework for education quality assessment;
3. Evaluate each of the sourced materials, at the primary/elementary and secondary school level,
against each criterion in the framework in order to establish a score of educational quality;
4. Identify areas of excellence and gaps in the current available materials; and
5. Provide recommendations for future primary/elementary and secondary school curriculum development.
To achieve these aims, education resources were sourced from a comprehensive investigation of internet sites that
feature CCS education resources and of non-web sources (including education resources for teachers, a public
science show and professional learning and development workshops offered to teachers). Each resource was
categorised into: source (materials author), format (book, CD, DVD, web links, information sheet, blog, podcast
etc) and audience (primary/elementary, secondary, additional support sources). The education materials were then
evaluated against nine ‘educational best practice’ criteria. There is no CCS specific education evaluation framework
in existence therefore one was created using existing criteria in the context of educating for a sustainable future and
science information. The criteria included:
• Knowledge and understandings
• Pedagogy (the process of teaching)
• Integrity
• Balance
• Scientific inquiry
• Visual presentation
• Climate change context
• Representation of other complementary technologies
• Principles of sustainable development.
Results from the analysis indicate only a small number of available educative teaching materials help increase
teachers’ learning. However a number of education resources in numerous formats available on the internet, could
be adapted and used by teachers as part of a teaching program on CCS. These however require integration into
meaningful sequences of teaching and learning.
Although the materials communicate CCS coherently in terms of technical content many of the resources do not
provide details or information on issues surrounding CCS technology such as social, political, environmental, and
economic aspects. The results also indicate that many of the publicly available materials on the subject were based
on the sponsor’s views and in many cases lacked objectivity.
Finally, a large majority of the CCS education resources did not provide teaching strategies which engage students
in open-ended inquiries. A lack of inquiry-based educational material for primary/elementary and secondary school
years is a concern as pedagogy needs to go beyond the teaching of content and skills.
The review and analysis of the education materials culminated in five recommendations for the Global CCS Institute
(the Institute) and stakeholders in the education sector involved in teaching about climate change and a low carbon
future that may involve CCS. The recommendations include:
3
Report on International Carbon Capture and Storage Education Materials
1. The Institute consider the development of CCS educational materials for schools that are developmentally
appropriate for students in primary/elementary and secondary school settings and incorporate all the
elements of the evaluation criteria used in this assessment.
2. Any CCS education materials developed be reviewed and/or trialled by practising teachers nationally and
internationally in English-speaking schools and reviewed for scientific accuracy by independent scientific and
technical organisations involved in CCS research and development
3. Wherever possible, include professional development opportunities to complement the new teacher
resources using a variety of methods including face to face and webinars to reach a wider teacher audience.
4. The Institute make contact with other relevant climate science or CCS focussed programs with a view
to establishing collaborative partnerships; sharing relevant resources and establishing contacts for further
opportunities to work with schools and teachers.
5. The Institute make contact the International Baccalaureate (IB) program to investigate opportunities for
incorporating CCS education materials into the IB program in international schools. The IB philosophy
supports a commitment to inquiry based learning.
4
CONTENTS
Executive Summary
3
1.
Introduction
7
2.
Methodology
7
2.1
Defining CCS education resources
7
2.2
Gathering international education materials on CCS
8
2.3
Evaluation analysis strategy
9
2.4
Research aims
3.
10
Results
11
3.1
Descriptive characteristics of the CCS education materials
3.1.1
Education resources: source, format, topic and audience
11
11
3.2
CCS education material quality: Applying the evaluation framework
3.2.1 Education quality rating
3.2.2 Evaluation criteria percentage results
15
15
20
4.
Conclusion
31
5.
Recommendations
33
6.
Next Steps
36
6.1
Development of CCS education materials for schools
36
6.2
Review and/or trial the materials by practising teachers internationally
37
6.3
Timeline
38
References
39
Appendix A – CCS Education Materials
41
Appendix B – Individual CCS education quality ratings
50
Appendix C - Percentage results for all CCS education resources
66
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Report on International Carbon Capture and Storage Education Materials
List of Figures
Figure 1. Percentage results for the knowledge and understanding criterion
21
Figure 2. Percentage results for the pedagogy criterion
22
Figure 3. Percentage results for the integrity criterion
24
Figure 4. Percentage results for the balance criterion
25
Figure 5. Percentage results for the scientific inquiry criterion
26
Figure 6. Percentage results for the visual presentation criterion
27
Figure 7. Percentage results for the climate change context criterion
28
Figure 8. Percentage results for the representation of other complementary technologies criterion
29
Figure 9. Percentage results for the principles of sustainable development criterion
30
List of Tables
Table 1. Breakdown of CCS education materials
8
Table 2. Source, format, topic and audience of analysed CCS educational materials
11
Table 3. CCS education materials quality ratings
15
Table 4. Percentage results for all CCS education materials
20
6
1. Introduction
Compared to other energy technologies, carbon dioxide capture and storage (CCS) is a more recent arrival to the
range of low carbon emission energy technologies identified as options for mitigating the risks of climate change by
reducing greenhouse gas emissions, particularly carbon dioxide (IEA, 2009). As a result, CCS technologies remain a
relatively unknown quantity amongst national publics (Reiner et al. 2006; Ashworth et al., 2006; de-Best-Waldhober
et al. 2008; Fischedick et al. 2008; Eurobarometer 2011). Teachers and students are amongst those recognised as
having a lack of awareness and understanding of CCS.
Most educators are informed about alternative energy technologies including, geothermal, solar thermal, biomass,
wind and tidal via the content of common science texts. Although there are resources on energy available to
teachers and students from other sources, finding out about them, accessing them and knowing their quality are
seen as major problems. From the vast number of energy technologies available to teach, CCS is one of the least
cited technologies.
According to Reiner (2008), CCS might be described as an obscure acronym, or at best, an emerging technology
involving capture, transportation and storage of carbon dioxide as evidence shows that the number of education
resources for schools is limited. Therefore, it is not surprising that teachers do not yet know much about how to
incorporate CCS education materials into current teaching and learning programs.
Teachers are required to teach meaningful content that assists students to meet learning goals in the context of
education activities within a structured curricular framework, while addressing the needs of diverse learners. To
assist teachers to impart knowledge and educate their students, while still meeting the expectations set down
within the curricular framework, education materials should address teacher learning as well as the education of
students (Ball & Cohen, 1996; Bruner, 1960). Understood in these terms, this study examines the current education
materials available, and investigates whether they promote teacher and student knowledge about CCS processes and
developing technologies.
The project aims to:
1. Collate a database of all publically available education materials that include CCS in the content;
2. Establish an evaluation framework for education quality assessment;
3. Evaluate each of the sourced materials, at the primary/elementary and secondary school level, against each
criterion in the framework in order to establish a score of educational quality;
4. Identify areas of excellence and gaps in the currently available materials; and
5. Provide recommendations for future primary/elementary and secondary school curriculum development.
This report outlines the range of education materials found that have a focus on CCS. Next, we present an
evaluation framework and identify how educative features within the CCS education materials could increase
teacher and student understanding of CCS. In closing, we consider possible factors that enhance the design, quality
and effectiveness of education materials. All of which are perceived as critical in assisting those interested in
developing CCS education materials towards enhancing teacher and student knowledge of CCS.
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Report on International Carbon Capture and Storage Education Materials
2. Methodology
2.1 Defining CCS education resources
CCS education materials were defined operationally as any deliberate attempt to engage people in learning about
CCS by sharing and developing knowledge, skills and attitudes through formal and non-formal purposes.1 Therefore, only
educative materials for teachers and education resources for students with an explicit CCS focus have been included
in this analysis.
Resources cited explicitly for education and classroom use have been grouped into ‘primary/elementary and
secondary school’ resources, including text for teachers and students, digital learning objects, such as videos,
animations and diagrams (mainly accessible by the internet). In addition, teaching activities, curriculum links, and/or
wider education programs were also included.
Multimedia resources including videos, games, blogs, pod casts and animations, print resources (fact sheets and
articles), and images (including diagrams and graphics), part of a public communications program; have been grouped
into a category labelled ‘additional sources’. These resources can support or supplement educational activities in
school classrooms.
The CCS sources reviewed provide a context for discussing how they might support teacher and student learning.
As we elaborate below, teacher learning involves developing and integrating one’s knowledge about content, teaching
and learning; being able to apply that knowledge in real time to make instructional decisions; and engaging in a range
of teacher practices (Davis & Krajcik, 2005). Education resources for schools that are intended to promote teacher
learning have come to be called educative materials. The word educative refers to teachers as learners. Educative
materials should help to increase teachers’ knowledge in specific instances of instructional decision making, however
can also help teachers develop more general knowledge that they are able to apply in a new situation (Davis &
Krajcik, 2005). Such a focus distinguishes educative materials from those that support student learning and aim
mainly at developing student knowledge. For example, a primary/elementary school education resource for CCS in
science might recommend having each group of students run an experiment several times to produce better, more
reliable results. This can promote teachers’ knowledge and practice and is referred to as an educative resource for
teachers whereas a video game that promotes student learning is referred to as an educational resource for students.
2.2 Gathering international education materials on CCS
Relevant education materials from around the world were identified and collected by:
• using globally available online search engines including Google and Alta Vista;
• consulting internal CSIRO search engines including Green File, Web of Knowledge, CABI, ProQuest, SAGE,
Agricola on ProQuest and Voyager; and
• enquiries made to the Australian CO2CRC Officers, educators involved in developing CCS education
resources for schools, Vocational Education Council Members, publishers of education resources, educators
in schools and universities and Executive Officers in three Australian Professional Teacher Associations.
A keyword search strategy was used with the online search engines. Words used included: school; education
materials – primary/elementary; education materials - secondary; education materials - age appropriate; school
aged - climate change; renewable energy; low emission technologies; carbon capture and storage; CO2 capture and
storage, carbon sequestration, geosequestration, and green coal. Additionally, major education initiatives on climate
change and energy technologies were scanned for CCS related materials. The majority of educational materials
reviewed were in the English language. One website containing educational web based information was available in
Italian, other non English speaking websites were not included in the search and analysis.
Over 500 CCS related resources were identified and reviewed. The main sources of information were internet
websites; however hardcopy science resources for schools and a science show were also reviewed. As stated
previously, only sources clearly targeting the formal school sector were included in the evaluation – which resulted
in only 45 sources in total. The search for educational materials for the school sector revealed a distinct lack of
Definition adapted from glossary of terms in “Guide to using research in sustainability programs” developed by the NSW
Department of Environment and Climate Change in partnership with Department of Sustainability and Environment Victoria. See
http://www.environment.nsw.gov.au/resources/research/0993SustResearch.pdf
1
8
Methodology
resources for the primary/elementary and secondary levels of education, yet multiple educational materials and
courses were identified for post graduate university studies. The focus of this study is on primary/elementary and
secondary levels of formal schooling; therefore university level materials have not been reviewed as part of this
study. A complete list, abstract and link to all the educational materials included in the analysis can be found in
Appendix A.
Table 1 below shows the breakdown of the 45 education resources into three categories: primary/elementary school
(13.3%), secondary school (20%) and additional sources (66.7%).
Table 1: Breakdown of CCS education materials
Category
Primary/Elementary School
Frequency
Percentage
6
13.3%
Secondary School
9
20%
Additional Sources2
30
66.7%
Of the educational resources located for primary/elementary and secondary schools only five can be termed
‘educative’ for teachers, that are they are intended to promote teacher learning. These educational resources were
developed by the following organisations:
• Queensland Resources Council;
• Queensland Department of Education and Training in partnership with CSIRO and the Queensland
Resources Council;
• The National Energy Education Development (NEED) Project;
• The Keystone Centre; and
• Caterpillar Incorporated.
These five educational resources included support for teachers in the form of teaching strategies and aimed to
develop their pedagogical content knowledge.
All other CCS educational materials were supportive of and focused towards assisting student learning. An
educator’s main goal for student learning is development of subject matter knowledge – an understanding of the
facts, concepts, theories, structures, practices and beliefs of the field (Schwab,1964). These materials, in addition to
the other educational sources listed in section 3.1.1, could be integrated into educative materials for teachers with
the addition of some pedagogical content knowledge – that is, knowledge of how to teach with the available content.
2.3 Evaluation analysis strategy
Design of any evaluation framework involves iterations of researching what is available and then developing,
implementing, testing and refining ideas. No specific international evaluation frameworks for the analysis of
educational resources on CCS are currently available. Therefore, we developed an evaluation framework based on
theoretical understandings of quality education goals combined with informed intuitions about what constitutes best
practice in education.
A set of principles of best practice was created to inform an evaluation framework specifically designed for CCS
education material. Principles of best practice for educating for a sustainable future and broader scientific education
materials were used as a foundation for the principles (Australian Government, 2009; Gerber, 2006; UK Sustainable
Development Education Panel). These included: knowledge and understanding, integrity, balance, pedagogy, scientific
inquiry, visual presentation and principles of sustainable development. Additionally, Ashworth et al. (2009) states
that CCS communication and education materials should be framed in the context of climate change and appear
with other alternative energy technologies. From these foundations a set of nine criteria were developed to evaluate
the available education materials against.
2
Multimedia resources including videos, games, blogs, pod casts and animations, print resources including fact sheets and articles,
and images including diagrams and graphics have been grouped into a category labelled as ‘additional sources’
9
Report on International Carbon Capture and Storage Education Materials
The evaluation framework’s nine criteria are useful in three distinct ways. First, they provide a guide for conducting
evaluation of CCS education materials, as was done in this analysis. Secondly, they can be used to guide future
designers of educational materials about CCS, and thirdly, they provide a context for a more theoretical
consideration of how particular kinds of educative features might promote teacher and student learning about CCS.
The criteria included:
• Knowledge and understandings – the material increases knowledge and understanding of CCS processes
and developing technologies.
• Pedagogy - includes support in the form of teaching strategies for teachers.
• Integrity - shows integrity where scientific concepts are accurately presented and verifiable.
• Balance - demonstrates balance and accurately reflects the broad range of informed opinion on the subject.
• Scientific inquiry – the science portrayed is open to inquiry and encourages the reader to ask questions.
• Visual presentation - visual representations accurately depict the scientific concepts being examined.
• Climate change context – describes CCS information within the wider context of climate change and
includes other mitigation technologies and strategies.
• Representation of other complementary technologies - increases knowledge and understanding of other
complementary technologies that may address climate change.
• Principles of sustainable development - foster an understanding of the key concepts and principles of
sustainable development.
In this research, each education material was assessed against each of the evaluation criteria using the following scale:
1 = not met (did not address the criteria in any form)
2 = adequate (addressed the criteria but only at a satisfactory level)
3 = good (addressed the criteria at a quality level)
4 = exemplary (addressed the criteria at a superior level)
The individual education quality rating was calculated using the following equation:
Evaluation rating (maximum of 4) x 9 evaluation criteria = maximum rating of 36
2.4 Research aims
In summary, the current research will address the following aims:
Identify sources, format and audience for CCS education materials:
• What education resources about CCS are available and from what sources?
• In what format are the materials provided?
• Who were the education materials created for (audience)?
Evaluate the educational quality of the located materials:
• Of what educational quality are they?
• Can they increase teacher and student knowledge of CCS?
10
Methodology
3. Results
3.1 Descriptive characteristics of the CCS education materials
3.1.1 Education resources: source, format, topic and audience
Table 2 following details the source, country, format, topic and audience for each of the CCS educational materials
included in this study (web links can be found in Appendix A).
Table 2. Source, format, topic and audience of analysed CCS educational materials
Source and Country
Format and Topics
Australian National University, Centre
for the Public Awareness of Science,
Australia (Graham Walker)
Australia
Interactive science show including
a demonstration on CCS.
Powerful Science: Cleaning up our
energy. Investigating low emission coal
technologies. Queensland Department
of Education and Training
Australia
Book and CD about the greenhouse effect, coal as
an energy resource, current use of coal and how
to make coal use more environmentally friendly.
Powerworks School Information
Australia
School based web page about geosequestration
Oresome Resources. Queensland
Resources Council
Australia
Learning modules:
Audience
Primary/
Elementary
School
Teachers
and
Students
• Low Emissions Future Interactive
with a Digital Learning Object
• Carbon Capture and Storage Fact
Sheet - Australian focus only
• Carbon Capture and Storage Movie
• Low Emissions Technologies PowerPoint
• Oxyfuel Combustion Fact Sheet
• Post Combustion Capture Fact Sheet
• Coal Fired Power Station Interactive
• CCS Experiment
• Cloze Activity
• Callide Oxyfuel Process
• Low Emission Energy Future movie
• Zero Emissions City movie
• Coal Gasification movie
Scottish Centre for Carbon Storage CCS Education Centre
Scotland, United Kingdom
School based web page about carbon dioxide,
where carbon dioxide comes from, and what the
UK Government is doing in relation to CCS. Site
includes downloadable images, graphs and videos.
US Energy Information Administration
(Energy Kids)
United States of America
Coal Basics webpage for children including topics
such as emissions and by-products produced from
burning coal and ways to reduce the impacts of coal
use. CCS definition and graphics are included.
Caterpillar Inc., Ground Rules: Mining
Right for a Sustainable Future
Canada
A documentary film - development of new and
operating mines as geologists, engineers and
mine managers tackle complex problems.
Set of lesson plans - various phases involved in
mining, different types of mines, how ore is processed,
how mineral deposits were formed, how modern
mines can operate safely and sustainably, and why
minerals are important to our everyday lives.
Secondary
School
Students
and
Teachers
11
Report on International Carbon Capture and Storage Education Materials
Source and Country
Format and Topics
CCS Education Centre – Scottish
Centre for Carbon Storage
Education Centre – Fact Sheets & Tool Box:
Scotland, United Kingdom
• Where does it come from?
Audience
• What is the problem with carbon dioxide (CO2)?
• What are we doing about it?
• Graphs, images and videos for teachers and student
projects
CO2CRC
Australia
For teaching learning, short courses covering:
• Introduction to CCS
• Site selection and storage capacity
• Evaluating seals and reservoirs
• Reservoir modelling
• Risk assessment
• Carbon dioxide capture technologies
• Capture process design
• Legislation
• Economics
• Community consultation
Learning objects including CO2 injection; dairy
cow emissions, porosity and permeability of rock
strata and Volume of compressed CO2.
School based web pages about carbon dioxide injection.
LandLearn New South Wales, Carbon
Capture or Geosequestration Information.
Department of Primary Industries
Australia
Ocean Explorer. National Oceanic and
Atmospheric Administration
United States of America
Teacher guide of activities for Grade 9 – 12 including
deep ocean carbon dioxide and global climate change.
Powerful Science: Cleaning up our
energy. Investigating low emission coal
technologies. Queensland Department of
Education and Training
Australia
Book and CD including complex scientific processes
involved in low emission technologies such as
coal gasification and post combustion capture of
hydrogen and carbon dioxide, and draws out the
fundamental scientific concepts that students can
engage with on their level, in a practical manner.
Oresome Resources. Queensland
Resources Council
Australia
Learning modules:
• Low Emissions Future Interactive
with a Digital Learning Object
• Carbon Capture and Storage Fact
Sheet - Australian focus only
• Carbon Capture and Storage Movie
• Low Emissions Technologies PowerPoint
• Oxyfuel Combustion Fact Sheet
• Post Combustion Capture Fact Sheet
• Coal Fired Power Station Interactive
• CCS Experiment
• Cloze Activity
• Callide Oxyfuel Process
• Low Emission Energy Future movie
• Zero Emissions City movie
• Coal Gasification movie
The Keystone Centre, CSI: Climate Status
Investigations-High School
United States of America
12
Science and geology investigations where
students learn about geologic sequestration as a
technique used to reduce carbon dioxide in the
atmosphere through geologic sequestration.
Secondary
School
Students
and
Teachers
Results
Source and Country
Format and Topics
British Geological Survey
United Kingdom
Fact sheet - What is CCS?
Capture Ready Research Paper
China
Research papers on CCS.
Carbon Capture and Storage Journal
United Kingdom
Journal article features information about a pilot
outreach program delivered by Scottish Earth Science
Education Forum (SESEF) for secondary students and
an interactive CCS model (CCSI), which demonstrates
the CCS chain from capture of CO2 to injection.
CCS Education Initiative
Scotland, United Kingdom
Web based information:
You Tube Video - What is CCS?
Audience
Use as
support
materials
for schools
– various
levels of
application
• Carbon sequestration atlas
• Video explaining how carbon dioxide
is trapped underground
• Animation explaining history of CCS
CCS Education
United States of America
You Tube Video with environmental experts
discussing the role that CCS can play in achieving
reductions in carbon dioxide emissions in
order to mitigate global climate change.
CO2CRC
Australia
Latest CCS education & training information. Cites
reference to resources for teachers being available.
Creek Care
Australia
Fact sheet on carbon storage in parks and Gardens.
CSIRO
Australia
Fact sheet about CCS.
eGFI (engineering go for it)
United States of America
You Tube video on climate change and CCS.
Environmental Chemistry
United States of America
Website with education resource on CO2.
Geoscience Australia
Australia
Geoscience Australia CCS project updates and
CCS movie developed by Geoscience Australia and
housed on Oresome Resources website. Reviews
the carbon capture and storage process and the
place it plays in a low carbon energy future.
Google Images
International
Graphics on CCS.
International School Hannover
Germany
Article about CCS
Massachusetts Institute of Technology
United States of America
Case studies on CCS
National Library of Australia
Australia
The DVD contains a basic version suitable for all students
from senior primary/elementary upwards, and also offers
an advanced version for senior secondary students, with
in depth analysis of greenhouse gases and their effects.
NewGen Coal
Australia
Blog inclusive of CCS.
Pod cast on CSIRO experts discussing CCS.
Video presents student’s inquiry on CCS
Video Resource on CCS.
13
Report on International Carbon Capture and Storage Education Materials
Source and Country
NPR Media Organisation
United States of America
Science Alberta
Canada
Scottish Centre for Carbon Storage
Scotland, United Kingdom
Format and Topics
Science blog incorporating CCS.
Use as
support
An education video game developed for Science Alberta materials
- exploring numerous areas, gathering resources, smartly for schools
– various
planning the pipeline’s route, and completing various
levels of
mini games.
application
Graphics include:
• Schematic diagram illustrating CO2 injection.
• Diagram of Carbon Cycle.
• Graph showing the global carbon emissions from
fossil fuel combustion since the 1850s.
• Pie chart of sources of energy worldwide.
Videos include:
• BBC News: Will carbon capture work?
• BBC News: Carbon capture plan for the Forth.
• STV News - 'Scientists examine carbon dioxide
reduction plan'
• Lime Water Video
• Water Droplet / Porous Sandstone Video
Slide Finder
United States of America
Images, maps and slides on CCS.
Southwest Carbon Partnership
United States of America
The Adventures of Carbon Bond (recommended for
ages 8 to 10). An interactive game that introduces the
basics of climate change and CCS.
The Learning Federation
Australia
Learning object on post combustion carbon capture.
United States Department of Energy
United States of America
You Tube Video, animation and fact sheet on climate
change and potential of CCS to reduce emissions.
Victorian Department of Primary
Industries
Australia
CCS regulations fact sheet which includes
information about Otway project.
14
Audience
Results
3.2 CCS education material quality: Applying the evaluation framework
3.2.1 Education quality rating
Table 3 provides the individual education quality rating for the 45 CCS educational materials. Given the nine criteria
with a maximum score of four for each one means a total score is 36.
Details on individual education quality evaluation ratings can be found in Appendix B.
K/U: Knowledge and understandings
P: Pedagogy
I: Integrity
B: Balance
SI: Scientific inquiry
VP: Visual presentation
CC: Climate change context
RT: Representation of other complementary technologies
SD: Principles of sustainable development
Table 3: CCS education materials quality ratings
Primary/Elementary Source
K/U
P
I
B
SI
VP
CC
RT
SD
Total
Aust. National University
Centre for Public Awareness
1
1
1
1
2
1
2
2
1
12
Oresome Resources
4
1
4
2
4
4
3
4
1
27
Power Works Victoria
3
1
2
2
1
2
1
1
1
14
Powerful Science - Book and CD
3
3
3
2
3
2
2
2
1
21
Scottish Centre for
Carbon Storage
2
1
3
2
2
3
2
1
1
17
US Energy Information
Administration
3
1
2
2
2
3
2
1
1
17
Secondary School Sources
K/U
P
I
B
SI
VP
CC
RT
SD
Total
Caterpillar Inc.
2
2
2
2
1
2
1
1
1
14
CO2CRC Learning Objects
3
1
3
2
3
3
1
1
2
19
CO2CRC Short Courses
3
1
3
3
3
3
1
1
3
21
Department of Primary
Industry NSW
2
1
2
1
2
2
1
1
1
13
Keystone Centre
3
3
3
2
4
2
1
1
1
20
National Oceanic and
Atmospheric Admin
2
2
2
1
2
1
1
1
1
13
Oresome Resources
4
1
4
2
4
4
3
4
1
27
Powerful Science – Book and CD
3
3
3
2
3
2
2
2
1
21
Scottish Centre for
Carbon Storage
2
1
3
2
2
3
2
1
1
17
15
Report on International Carbon Capture and Storage Education Materials
Additional Sources
K/U
P
I
B
SI
VP
CC
RT
SD
Total
British Geological Survey
3
1
3
2
2
3
1
1
1
17
British Geological Survey - Video
3
1
3
2
2
3
2
2
1
19
Capture Ready Research Paper
3
1
3
2
2
2
1
1
1
16
Carbon Capture and
Storage Journal
3
1
3
2
2
2
1
1
1
16
CCS Education - YouTube
3
1
1
1
3
3
2
2
1
17
CCS Education Initiative
3
1
3
2
2
3
1
1
1
17
CO2CRC Educ Train'g & Inform
1
1
1
1
1
1
1
1
1
9
Creek Care Factsheet
1
1
1
1
1
1
1
1
1
9
CSIRO Factsheet
3
1
3
3
2
1
3
1
1
18
CSIRO Podcast
3
1
3
3
2
1
3
1
1
18
eGFI (engineering go for it)
3
1
2
2
2
2
2
2
1
17
Environmental Chemistry website
2
1
2
2
2
2
2
2
1
16
Geoscience Australia
1
1
2
2
2
1
1
1
1
12
Google Images
3
1
3
2
3
3
1
1
1
18
International School Hannover
2
1
2
2
2
1
2
2
1
15
Massachusetts Inst of
Tech – C/Study
2
1
2
1
2
1
2
2
1
14
Massachusetts Inst of Tech - Video
2
1
2
2
2
2
2
2
2
17
National Library of Australia
2
1
2
2
2
2
2
2
1
16
NewGen Coal - Blog
2
1
2
2
2
2
3
3
3
20
NewGen Coal - Video
3
1
2
2
2
2
3
3
3
21
NPR Media Organisation
3
1
2
2
2
2
2
2
1
17
Science Alberta
2
1
1
1
2
2
1
1
1
12
Scottish Centre for
Carbon Storage
2
1
3
2
2
3
2
1
1
17
Slide Finder
2
1
2
2
2
2
1
1
1
14
Southwest Carbon Partnership
2
1
1
1
1
1
1
1
1
10
The Learning Federation
2
1
3
2
2
2
1
1
1
15
US Department of
Energy - Animation
2
1
1
1
2
2
1
1
1
12
US Department of
Energy - Factsheet
3
1
3
2
2
2
1
1
1
16
US Department of
Energy - You Tube
2
1
3
2
2
2
2
1
2
17
Victorian Dept of
Primary Industries
2
1
2
2
2
1
2
2
1
15
From the evaluation the top six resources included:
1. Oresome Resources (27) – Primary/elementary and secondary school
2. Powerful Science - Book and CD (21) – Primary/elementary and secondary school
3. CO2CRC Short Courses (21) – Secondary school
4. NewGen Coal – Video (21) – Additional sources
5. Keystone Centre (20) – Secondary school
6. NewGen Coal – Blog (20) – Additional sources
16
Results
Carefully designed educational resources have clear advantages. It is relatively straight forward to design materials
that communicate CCS. More challenging is to design materials that help teachers add new CCS resources and
associated teaching strategies to their teaching repertoires. Even harder still is helping teachers to use their new
knowledge about CCS and engage in the practice of teaching about CCS in a meaningful way.
From the list above, the Oresome Resources internet materials, Powerful Science book and CD, and the CO2CRC
short courses were of the highest quality in terms of content and pedagogy (i.e. the ability to include support
teachers in the form of teaching strategies).
The only two sources that achieved exemplary ratings were Oresome Resources and the Keystone Centre.
The Oresome Resources materials offer a superior level of CCS information in regards to knowledge and
understanding, integrity, scientific inquiry, visual presentation and providing representation of other complementary
technologies besides CCS. Below are some examples of how the materials excel in providing teachers and students
with multiple learning options.
Example 1: Visual representations: Use of multi-media
Example 2: Scientific inquiry through multiple interactive learning options
17
Report on International Carbon Capture and Storage Education Materials
18
Results
The Keystone Centre was exemplary in providing CCS education materials that excel in scientific inquiry. Below are
some examples.
Example 1: Scientific inquiry through interactive learning
19
Report on International Carbon Capture and Storage Education Materials
3.2.2 Evaluation criteria percentage results
Once individual assessments had been made of the materials we calculated a combined percentage score for each
of the nine evaluation criteria based on all of the CCS educational materials evaluated. Table 4 below shows that,
overall, very few of the resources achieved an exemplary score for any of the criteria. In fact on closer examination
the majority of the resources fail to meet the pedagogy evaluation criterion (89%), the principles of sustainable
development (87%), as well as the representation of other complementary technologies (62%). The reason for this
is because the majority of the materials did not provide support resources specifically designed to inform teacher
strategies (did not offer ways in which teachers can teach the material) nor were the materials presented in the
context of sustainability or alongside other alternative energy technologies.
A majority of the materials were rated adequate for the following criteria: balance (71%), scientific inquiry (69%),
visual presentation (47%) and climate change context (40%). Less than half, or 44% and 42%, of the materials
were rated as good for the knowledge and understanding criterion and integrity criteria respectively. Likewise,
the integrity criterion also reflected an adequate (38%) and good (42%) rating. This indicates that current CCS
education materials only provide minimal levels of balanced, inquiry-based, visually stimulating information set within
a basic climate change context.
Breakdowns of the percentage results for each segment are provided in Appendix C. The next section analyses each
of the evaluation criteria in more detail, along with investigating the difference between the various source segments.
Table 4. Percentage results for all CCS education materials
All Education Materials - Percentages
Education Material Resources (45)
Applicability of Education Materials
Not Met
Adequate
Good
Exemplary
Knowledge and understanding
Criteria
8.9%
42.2%
44.4%
4.4%
Pedagogy
88.9%
4.4%
6.7%
0.0%
Integrity
15.6%
37.8%
42.2%
4.4%
Balance
22.2%
71.1%
6.7%
0.0%
Scientific inquiry
11.1%
68.9%
13.3%
6.7%
Visual presentation
24.4%
46.7%
24.4%
4.4%
Climate change context
46.7%
40.0%
13.3%
0.0%
Representation of other complementary
62.2%
28.9%
4.4%
4.5%
86.7%
6.7%
6.7%
0.0%
technologies
Principles of sustainable development
Knowledge and understanding
The first criterion evaluates the education materials based on the ability to increase knowledge and understanding
of CCS processes and developing technologies. Figure 1 below details the extent to which the materials address
this criterion. The first figure of the series depicts the percentage results based on all of the sourced materials.
Majority of all the resources were either adequate (42%) or good (44%). When investigating the individual sources
contribution to this result (primary / elementary school, secondary school and additional sources), all achieved a
good percentage rating (50%, 44% and 43% respectively).
Yet the primary/elementary school resources achieved higher results for both the not met and exemplary ratings. This
indicates that within the primary/elementary school materials, there appears to be larger variation in the quality of
information provided on CCS with regards to providing knowledge and understanding of the technology. In addition,
unlike the primary/elementary (17%) and secondary (11%) school materials, the additional resources were unable
(0%) to demonstrate an exemplary level of information on knowledge and understanding of CCS.
20
Results
All Sources:
Knowledge and Understanding
4.4%
Primary/Elementary School:
Knowledge and Understanding
8.9%
16.7%
Not Met
Not Met
44.4%
42.2%
Adequate
50.0% 16.7%
Good
Good
Exemplary
Secondary School:
Knowledge and Understanding
11.1% 0.0%
16.7%
0.0%
Adequate
Exemplary
Additional Sources:
Knowledge and Understanding
10.0%
Not Met
Not Met
44.4% 44.4%
Adequate
43.3%
46.7%
Adequate
Good
Good
Exemplary
Exemplary
Figure 1. Percentage results for the knowledge and understanding criterion
Increasing teacher and student knowledge about CCS
Comparing the quality of any education materials that increase the knowledge of either teachers or students can be
complex. One fundamental similarity is that the effectiveness of any educational intervention or resource depends
on how the opportunity and resource is used by the individual. However, developmentally, teachers are very
different from students and they also have much greater agency (capacity to act) over their learning.
An educators’ main goal for student learning is the development of subject matter knowledge – an understanding
of the facts, concepts, theories, structures, practices, and beliefs of the field (Schwab, 1964). Teachers as educators
need strong subject matter knowledge but must also develop pedagogical knowledge and pedagogical content
knowledge – that is knowledge of how to teach the content. Teachers must also be given the opportunity to
integrate their own knowledge and to make connections between ideas and teaching approaches when developing
the subject matter knowledge for and with their students.
The education resources cited in this report and developed for primary/elementary or secondary schools were
materials likely to support some increase in teacher and student knowledge about CCS. Likewise, the resources
identified as ‘additional education resources for classroom use’ that were not specifically located on a dedicated
‘educational website’ for CCS can be argued to, in all likelihood, support some teachers and students to develop
some knowledge of CCS. Schneider and Krajcik (2002) found that teachers read, understood, and adopted ideas
from the subject matter supports in curriculum materials that they were using. Therefore it could be argued that
teacher and student knowledge of CCS might increase when using the education materials located in this report.
21
Report on International Carbon Capture and Storage Education Materials
Pedagogy
The second criterion evaluates the education materials based on the ability to include support for teachers in the
form of teaching strategies. Figure 2 below details the extent to which the materials address this criterion. A high
majority of all the education materials analysed (89%) did not meet this evaluation criterion. In further investigations
it was found that only 17% primary/elementary school resources provided a good level rating and 22% secondary
school resources were rated at an adequate or good level each. Not a single source, at any level, was rated exemplary
including the additional sources.
All Sources:
Pedagogy
4.4%
Primary/Elementary School:
Pedagogy
6.7% 0.0%
16.7%
Not Met
0.0%
0.0%
Not Met
Adequate
88.9%
Adequate
83.3%
Good
Exemplary
Secondary School:
Pedagogy
Good
Exemplary
Additional Sources:
Pedagogy
0.0%
0.0%
22.2%
0.0%
0.0%
Not Met
Not Met
22.2%
55.6%
Adequate
Adequate
Good
100.0%
Exemplary
Good
Exemplary
Figure 2. Percentage results for the pedagogy criterion
Pedagogy - Including support for teachers in the form of teaching strategies
For Reiner (2008) “The level of effort with regard to educational and communications materials can be described
as ranging from token to non-existent. Most project sites make no effort whatsoever to produce educational
materials”. However today, this does not appear to be the case. For example, in Australia, industry, in partnership
with educational institutions and scientific organisations, have developed and implemented both educative resources
for teachers and educational resources for students. For teachers this is in the form of resources with suggested
teaching strategies, in addition to associated professional learning opportunities and for students there are engaging
activities. For example, an industry group in Queensland offers teacher education to support the resources housed
on their website as well as a range of teacher professional development workshops being offered throughout the
year. These opportunities help to increase teacher understanding of the resources sector in Australia, and the role of
the industry in the global market.
22
Results
Examples of the opportunities for teachers to learn how to teach CCS knowledge include:
• Face-to-face workshops suitable for in-service and pre-service teachers.
• Back-to-basics programs
• On-line professional development workshops
• Webinar participation, and
• Collaborative learning spaces.3
One Australian source, CO2CRC, cites short course offerings to engage people in education and training about
CCS however only workshop titles were communicated on the website.4 Likewise in the US, the Colorado-based
Keystone Centre has developed educational resources for teachers and students and provides training for teachers.
Similarly, the National Energy Education Development Project (NEED) offer two new workshops for teachers
focused on climate change and CCS. 5 One Scottish education program about CCS was found to offer workshops
for students as part of a pilot Scottish Schools Education Project about CCS in 2010. A blog describing the program,
student workshops and outcomes was also found.6
Five educative resources for teachers were found on the web, or in hardcopy, that promote teacher learning around
how to engage students in learning about CCS. Two of these used an inquiry-based approach to teaching and
learning as the basis for unit organization and implementation that is commonly described internationally as good
practice (Gerber, 2006). The inquiry model uses five stages to assist students, with their teacher’s guidance, to
become motivated to investigate CCS, make connections with other material and then to draw conclusions about
what they learnt (Grady, 2010).
The remaining three educative resources were of a varying quality and used more teacher directed instruction
without enabling teachers to ascertain students’ own understandings about CCS, or enabling students to investigate
and gather information about CCS that they then made sense of, reflected on and analysed. All remaining
educational resources developed for primary/elementary or secondary schools were materials likely to support
teachers in their teaching programs. Likewise, the resources identified as supplementary educational resources for
classroom use that were not specifically located on a dedicated ‘educational website’ for CCS can be argued to
support teachers in their teaching programs.
For Putnam and Borko (2000) ‘Teacher learning will best be promoted by a set of complementary approaches, not
by a single one. For example, a face-to-face summer workshop and online discussion would complement the findings
provided by educative curriculum materials by providing social supports crucial to teacher learning’ (Putnam &
Borko, 2000: p. 4).
The CCS educational resources and teacher professional development offerings highlighted above indicate that
some organisations have made an important step forward toward promoting teacher learning about CCS. In a bestcase scenario, educational materials accompanied by teacher professional development should increase the learning
outcomes over and above improvements in understanding CCS from the provision of educational resources alone.
Likewise, educational materials that use 21st Century pedagogy 7 and 21st Century educational frameworks, i.e.
inquiry-based approaches, offer great potential in engaging more teachers to teach using a CCS focus in their
classrooms (Prensky, 2011). They also offer potential for students to develop the knowledge, skills and dispositions
that will enable them to understand and evaluate CCS as a climate change mitigation technology.
Cited at http://www.oresomeresources.com/teacher_education/section/teacher_education
Cited at http://www.co2crc.com.au/education/shortcourses.html
5
Cited in Energy Exchange’, Newsletter, December 2010/ January 2011, http://www.need.org
6
See blog at http://www.globalccsinstitute.com/community/blogs
3
4
7
See http://www.21stcenturyschools.com/
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Report on International Carbon Capture and Storage Education Materials
Integrity
The third criterion evaluates the education materials based on the ability to show integrity that is where scientific
concepts are accurately presented and verifiable. Figure 3 below details the extent to which the materials address
this criterion. The first figure indicates that majority of the education materials achieve an adequate (38%) to good
(42%) rating on this criterion. Both primary/elementary school and secondary school sources included resources that
rated at the exemplary level (17% and 11% respectively). No additional sources achieved this level. Overall, 16% of
the resources did not meet the integrity criterion. This was comprised of 17% of primary/elementary school and 20%
of additional source materials. All of the secondary school sources met the integrity criterion.
All Sources:
Integrity
4.4%
Primary/Elementary School:
Integrity
15.6%
16.7%
16.7%
Not Met
42.2%
Adequate
37.3%
Adequate
Good
Exemplary
Exemplary
0.0%
11.1%
55.6%
33.3% 33.3%
Good
Secondary School:
Integrity
33.3%
Not Met
Additional Sources:
Integrity
0.0%
20.0%
Not Met
Not Met
Adequate
Good
Exemplary
40.0%
Adequate
40.0%
Good
Exemplary
Figure 3. Percentage results for the integrity criterion
Integrity - Showed integrity where scientific concepts are accurately presented, verifiable and current
Communicating CCS in a fact-based manner - where scientific concepts are accurately presented, verifiable and
current - is important and integral in educational resources and materials for teachers and students in schools. This
is especially important as CCS is an emerging greenhouse gas mitigation technology that many curriculum writers,
educators and practicing teachers may be unfamiliar with. Research undertaken by the global research community
repeatedly indicates that there are both gaps in knowledge about the definition of CCS, as well as misconceptions
about the safe transport and storage of CO2 and the role CCS will play in a broader response to climate change
(Global CCS Institute, 2011, p.144). According to Davis and Krajcik (2005, p.314), before worrying about adding
educative elements to curriculum materials, designers must ensure that the “base” curriculum materials are accurate,
complete, and coherent in terms of content.
Review of the CCS educational materials, has identified that most sources provide scientific concepts in accurate,
verifiable and current terms when communicating CCS processes i.e. capture, transportation and storage of CO2.
However, analysis of the CCS educational materials also indicates that in many cases educational materials on CCS
were based on the sponsored view and lacked objectivity - i.e. presented one side without consideration of all risks
and costs. Educators’ perceptions about who is communicating CCS to them are important. Therefore, proponents
of CCS looking to build a greater understanding of their technology need to communicate a balanced case with
reference to “multiple credible sources” (Global CCS Institute, 2011, p.144).
24
Results
Balance
The fourth criterion evaluates the educational materials based on their ability to demonstrate equitable viewpoints
that is to provide a balanced account of an issue and accurately reflect the broad range of informed opinion on
the subject. This includes the challenges and opportunities of CCS. Figure 4 below details the extent to which
the materials address this criterion. Seventy-one percent (71%) of the materials achieved an adequate level rating
on providing balanced information, with only 7% attaining good rating. No sources, primary/elementary school,
secondary school or additional, were able attained an exemplary rating. Between 17% and 23% of the sources (22%
overall) did not provide balanced information, only focusing on the positive aspects of the technology and failing to
incorporate additional features and issues.
All Sources:
Balance
6.7%
Primary/Elementary School:
Balance
0.0%
22.2%
0.0%
0.0%
16.7%
Not Met
Not Met
Adequate
71.1%
Adequate
83.3%
Good
Exemplary
Secondary School:
Balance
Exemplary
Additional Sources:
Balance
0.0%
11.1%
22.2%
6.7%
Not Met
0.0%
23.3%
Adequate
66.7%
Good
Good
Exemplary
Not Met
Adequate
70.0%
Good
Exemplary
Figure 4. Percentage results for the balance criterion
Demonstrated balance - to provide a balanced view on an issue, and accurately reflect the broad range
of informed opinion on the subject
As discussed above, the Global CCS Institute communicates the case for CCS requiring “balanced information
through multiple credible sources” (Global CCS Institute, 2011, p.144). This principle must also be applied to CCS
educational materials. As discussed previously, to provide a balanced account of CCS, educational resources must
accurately reflect the broad range of informed opinion on the subject. Currently, educational resources for CCS
for schools are developed by proponents of the technology; a more balanced picture of CCS, its applications, risks,
limitations and viability is required.
25
Report on International Carbon Capture and Storage Education Materials
Scientific inquiry
The fifth criterion evaluates whether the science portrayed in the educational materials is open to inquiry and
encourages the reader to ask questions. Figure 5 below details the extent to which the materials address this
criterion. The majority of resources achieved an adequate (69%) or good (13%) rating for scientific inquiry (total
of 82%). Although non-existent in the additional sources, within the primary/elementary and secondary school
resources there were examples of materials that were exemplary (17% and 22% respectively).
Only two educational sources (Oresome Resources and the Keystone Centre) explicitly used an inquiry-based
approach to teaching and learning as the basis for unit organisation and implementation that is commonly described
internationally as good practice (Gerber, 2006). In both educational resources, their writers used five stages to assist
students, with a teacher’s guidance, to become motivated to investigate CCS, make connections with other material
and to draw conclusions about what they had learnt.
The remaining educational resources cited in this report and developed for primary/elementary or secondary
schools were materials likely to support the reader to ask some questions. Only a small number of these sources
provided educational resources that explicitly described questions for teachers to use with their students.
All Sources:
Scientific Inquiry
6.7%
Primary/Elementary School:
Scientific Inquiry
11.1%
16.7%
13.3%
16.7%
Not Met
Adequate
68.9%
Good
Not Met
Adequate
16.7%
50.0%
Exemplary
Secondary School:
Scientific Inquiry
22.2%
Exemplary
Additional Sources:
Scientific Inquiry
6.7%
11.1%
0.0%
10.0%
Not Met
Not Met
Adequate
33.3% 33.3%
Good
Good
Adequate
83.3%
Exemplary
Good
Exemplary
Figure 5. Percentage results for the scientific inquiry criterion
Science portrayed is open to inquiry and encourages the reader to ask questions
Inquiry is a prevalent idea in science education. Currently educational materials for schools, internationally, are
designed with inquiry learning as the basis for their organisation and implementation. For example, the Australian
Curriculum, informed by the latest international developments, pays explicit attention to how science inquiry
involves identifying and posing questions: planning, conducting and reflecting on investigations; processing, analysing
and interpreting evidence; and communicating findings. It encourages teachers and students to “view contemporary
science critically through aspects of the science inquiry skills” (ACARAa, 2010, p. 4). In addition, the International
Baccalaureate (2011) program also has a philosophy of commitment to inquiry as a vehicle for learning. Likewise,
Davis and Krajcik (2005), suggest that “Curriculum materials should provide driving questions for teachers to use to
frame a unit and should help teachers identify questions that they can use with their students”.
CCS educational resources need to be developed using the latest pedagogy that education authorities globally have
described as appropriate (Ashworth, 2009). These strategies place the student at the centre of the learning and are
highly interactive within and beyond the classroom. Inquiry learning encourages students to respond to their own
questions, concerns or curiosity and to investigate and act on their findings. Within inquiry learning, students are
26
Results
encouraged to think through and solve problems associated with any issue and they are responsible for collecting
and analysing data in order to reach their own conclusions and then to decide on appropriate courses of action.
Therefore it can be argued that this is an opportunity for proponents of CCS when developing CCS educational
materials as more inquiry based learning experiences are required in the area.
Visual presentation
The sixth criterion evaluates whether the visual representations accurately depict the scientific concepts being
examined. Figure 6 below details the extent to which the materials address this criterion. Majority of the resources
achieved an adequate (47%) result for visual presentation and although a large proportion of all the resources
collected achieved a good (24%), or exemplary (4%) result, almost a quarter (24%) of the materials did not meet the
requirements for visual presentation of the CCS technology (i.e. did not include graphical representation).
Sources analysed which offered visual CCS representations, in some instances provided audio in an engaging way as
an alternate option for students to examine the concepts being discussed in the text. It must be noted however that
captions did not accompany each visual representation, especially those found on You Tube videos and blog sites.
Captions would enhance the educational value of the visual representations.
All Sources:
Visual Presentation
4.4%
Primary/Elementary School:
Visual Presentation
16.7%
24.4% 24.4%
46.7%
16.7%
Not Met
Not Met
Adequate
33.3% 33.3%
Good
Exemplary
Additional Sources:
Visual Presentation
0.0%
11.1%
20.0%
Not Met
Adequate
33.3%
44.4%
Good
Exemplary
Secondary School:
Visual Presentation
11.1%
Adequate
Good
Exemplary
30.0%
50.0%
Not Met
Adequate
Good
Exemplary
Figure 6. Percentage results for the visual presentation criterion
Visual representations accurately depict the scientific concepts
Review of the CCS educational materials has identified that the majority of sources did not provide adequate visual
representations of CCS processes. According to Davis and Krajcik (2005) curriculum materials should provide
appropriate instructional representations of scientific phenomena and support teachers in adapting and using those
representations. Likewise, Grady (2009) states that visual representations need to accurately depict the scientific
concepts being examined.
The development of a range of visual techniques from trusted and credible sources is recommended in order
to encourage students to explore CCS. That is, collect, compile and understand the unique processes of CCS,
generate questions and help understand why the use of evidence is so important to scientific inquiry. In this review,
images included animations, video, graphs, schematic diagrams, maps and graphics. Additionally, accurate visual
representations of the scientific concepts involved in CCS are required so that visual learners can be supported in
developing their understandings about CCS.
27
Report on International Carbon Capture and Storage Education Materials
Climate change context
The seventh criterion evaluates whether the educational materials describe CCS within the context of climate
change. Figure 7 below details the extent to which the materials address this criterion. Almost half (47%) of all the
collected educational materials did not describe CCS in the context of climate change for teachers and students. For
those materials that did attempt to do so, the majority of those resources only achieved an adequate rating (40% for
all sources, 67% primary/elementary school, 22% secondary school, and 40% in the additional sources). There were
no exemplary cases found in the examples collected.
All Sources:
Climate Change Context
0.0%
0.0%
13.3%
Primary/Elementary School:
Climate Change Context
16.7%
16.7%
Not Met
40.0%
46.7%
Not Met
Adequate
Adequate
Good
66.7%
Exemplary
Secondary School:
Climate Change Context
11.1%
0.0%
Exemplary
Additional Sources:
Climate Change Context
13.3%
0.0%
Not Met
22.2%
Adequate
66.7%
Good
Good
Exemplary
Not Met
40.0%
46.7%
Adequate
Good
Exemplary
Figure 7. Percentage results for the climate change context criterion
Contextualising CCS
For Ashworth (2009, p. 9) “All levels of society need to understand the sense of urgency to address climate change”
and the range of mitigation options, including CCS. The extent to which CCS is described within the context
climate change is important as this provides a real and relevant context for the learning to be undertaken. Research
about 21st Century teaching and pedagogy suggests that the 21st Century learner requires and expects relevance
of learning to life (Prensky, 2011). As such, any CCS educational materials need to address contemporary issues
like climate change and enable students to achieve a better understanding of the world in which they live and
provide opportunities for them to be empowered, to make sense of and understand the complexity of the science,
sustainability and technological concepts underpinning CCS within wider climate change context.
One would expect the educational resources cited in this report and developed for primary/elementary or
secondary schools to support some increase in knowledge and understanding about climate change. Currently
however, teachers using a high proportion of the available CCS educational materials would have to make this link
and provide this context for learning about CCS as one part of a wider strategy for achieving significant cuts in
atmospheric CO2 emissions. New materials should include these specific links.
28
Results
Representation of other complementary energy technologies
The eighth criterion evaluates whether the educational materials increase knowledge and understanding of
other complementary technologies that can address climate change. Figure 8 below details the extent to which
the materials address this criterion. Majority of the educational materials do not provide information about
complementary energy technologies (62%). However, both the primary/elementary and secondary school sources
had some examples that were rated as exemplary, 17% and 11% respectively.
All Sources:
Representation of other
Complementary Technologies
4.4%
4.4%
16.7%
Not Met
28.9%
Primary/Elementary School:
Representation of other
Complementary Technologies
0.0%
Not Met
Adequate
62.2%
Good
33.3%
50.0%
Good
Exemplary
Secondary School:
Representation of other
Complementary Technologies
0.0% 11.1%
Exemplary
Additional Sources:
Representation of other
Complementary Technologies
6.7%
11.1%
0.0%
Not Met
Adequate
77.8%
Good
Exemplary
Adequate
Not Met
33.3%
Adequate
60.0%
Good
Exemplary
Figure 8. Percentage results for the representation of other complementary technologies criterion
CCS and other technologies
Again, Ashworth (2009, p. 9) states “There is a need for increased communication about CCS and other alternative
energy technologies that is easy to understand, accessible and in the right format to encourage individuals to read
and learn about the portfolio of options.”
Major changes in the world are placing new demands on education across the globe. A goal of 21st Century
educational materials must be to engage students of the knowledge generation with a complete picture of any issue.
The Australian Government’s, Prime Ministerial Task Group on Emissions Trading - Final Report suggests that “… no
single technology can alone deliver deep cuts in emissions and that a broad suite of technologies and actions will be
required to stabilise and reduce emissions by 2050” (Ministerial Council on Education, 2008, p. 12). Hence, any CCS
educational materials need to increase knowledge and understanding of the suite of technologies and strategies that
can address climate change.
An educator would expect the educational resources cited in this report to increase knowledge and understanding
of CCS and other complementary technologies that can address climate change. Likewise, it would be expected that
when using educational materials about alternative energy technologies, that CCS might be included. This review
however, found that educational materials that typically addressed alternative energy technologies, only addressed
solar thermal, biomass, geothermal, wind and tidal in amongst the mix of alternative energy technologies discussed.
Similarly, dedicated CCS educational materials only occasionally included information and teaching strategies about
alternative energy technologies.
29
Report on International Carbon Capture and Storage Education Materials
Principles of sustainable development
The final criterion evaluates the education materials ability to foster an understanding of the key concepts and
principles of sustainable development important to CCS. Figure 9 below details the extent to which the materials
address this criterion. A large majority of all the educational materials did not meet the criterion of embedding CCS
information into a sustainable development framework (87%). No primary/elementary school resources met this
criterion.
All Sources:
Principles of Sustainable
Development
Primary/Elementary School:
Principles of Sustainable
Development
6.7% 0.0%
6.7%
0.0%
0.0%
0.0%
Not Met
Not Met
Adequate
86.7%
Good
Adequate
100.0%
Exemplary
Secondary School:
Principles of Sustainable
Development
Exemplary
Additional Sources:
Principles of Sustainable
Development
6.7% 0.0%
6.7%
11.1% 0.0%
11.1%
Not Met
Not Met
Adequate
77.8%
Good
Good
Adequate
86.7%
Exemplary
Good
Exemplary
Figure 9. Percentage results for the principles of sustainable development criterion
Creating a sustainable future through education
The UN Decade for Education for Sustainable Development (2005, p. 18) suggests, “education for sustainable
development must share the characteristics of any high-quality learning experience, with the additional criterion that
the process of learning/teaching must model the values of sustainable development itself’. Before elaborating on the
particular role of CCS educational materials with regard to sustainable development, it is important to understand
what the key areas of this concept are, as described by international discourse. Three interlinked areas are most
commonly identified with sustainable development. These are: society, environment and economy, where political
aspects are subsumed under the heading of society. These three elements are non-existent in the CCS educational
materials currently available to schools. The engineering side of CCS is given much more attention than the social,
economic, political and environmental aspects of CCS (Reiner, 2008).
30
Conclusion
4. Conclusion
There are grounds for optimism concerning the development of informed and relevant education materials about
CCS for schools. A small suite of education materials are available specifically for the primary/elementary school
sector and a similar number are available specifically for the secondary school sector. The small number most likely
reflects that CCS is a ‘new’ greenhouse gas mitigation technology that many curriculum writers, educators and
practicing teachers may be unfamiliar with. Education resources that are available for these two sectors have in the
main been developed by proponents involved in CCS.
The limited CCS education material dedicated to teaching and learning opportunities within primary/elementary
and secondary schools highlights an opportunity to raise the profile of CCS as one of the carbon dioxide mitigation
options available globally for achieving significant reductions in atmospheric carbon dioxide emissions. Other
materials with education value reviewed, such as photographs, individual experiments that communicated aspects
of the CCS process, interviews, pod casts, diagrams, maps, satellite images, graphs, studies and reports, statistics
and case studies located for this research project should be considered as resources that can be integrated into
education materials to be developed for schools.
There is evidence that the education resources currently available are likely to support some increase in teacher
and student knowledge about CCS. However there is a gap in available resources which needs to be addressed
if teachers are to be supported in developing an understanding of how to incorporate CCS in quality and 21st
Century teaching approaches (21st Century Schoolsa; Prensky, 2011).
A greater number and quality of educative CCS materials are needed to help increase teacher knowledge in
designing quality learning sequences that are developmentally appropriate for their students. These must include
teaching strategies and visual representations that are accurate, balanced, user-centric and incorporate 21st Century
skills including literacy, numeracy, ICT competence, critical and creative thinking, ethical behaviour, and intercultural
understanding. In addition, CCS and its relevance and importance to society, economy and environment are not
explicitly covered in the currently available CCS education materials (21st Century Schoolsb; Prensky, 2011).
It is pleasing that the available CCS education materials include some suitable resources which can be integrated
into inquiry based units of work in which students can be involved in identifying and posing questions: planning,
conducting and reflecting on investigations; processing, analysing and interpreting evidence; and communicating ideas.
Activities within these inquiry based units can include some of the CCS education materials located in the review to
involve students in investigations in which ideas, predictions or hypotheses are investigated and conclusions drawn in
response to a question or issue related to CCS.
Some of the identified CCS education materials can also form source materials that students can use as part of data
collection and analysis. This might involve students collecting or extracting information from source materials and
reports and reorganising data in the form of tables, flow charts, diagrams and prose.
Existing resources do not provide an independent contextualised learning sequence that allows students to develop
a meaningful understanding of CCS, its applications now and into the future. Of the available materials with
suggested teaching strategies, only two offer approaches that are student-centred and inquiry based. These are
limited with one source only offering one activity per inquiry stage, while the other included between two and four
activities per inquiry stage.
Based on previous research recommendations, an educator would expect the materials cited in this report to
describe CCS in the context of climate change and to increase knowledge and understanding of CCS and other
complementary technologies that can address climate change. Likewise, it would be expected that education
materials about alternative energy technologies, might include CCS. This review however, found that education
materials that typically addressed alternative energy technologies only addressed solar thermal, biomass, geothermal,
nuclear, wind, tidal and wave in amongst the mix of alternative energy technologies discussed. Similarly, dedicated
CCS education materials only occasionally included information and teaching strategies about alternative energy
technologies. It is important the CCS is presented within the context of climate change, and as one technology
option in a mix of potential solutions.
Of particular importance with any new technology is nurturing the student’s ability to think critically about the
technology, its place in society and the implications for its potential application as a greenhouse gas mitigation
technology. Of the sources cited above, none do this effectively as they ignore the use of critical and creative
31
Report on International Carbon Capture and Storage Education Materials
thinking skills where students are supported to use alternative ways of evaluating knowledge, ideas and possibilities
about CCS and use them in seeking new pathways or solutions in times of a changing climate.
It is a great challenge for schools to help students develop the knowledge, skills and dispositions that will enable them
to understand their world and to play an active role in shaping it. The knowledge base of society is expanding rapidly
and there is an acute awareness of how little of this knowledge it is actually possible for students to learn, or for
teachers to teach. Contemporary CCS education materials and curriculum should endeavour to meet these changing
needs.
32
Recommendations
5. Recommendations
Within this report there have been a number of recommendations made. To ensure these are not overlooked the
recommendations are summarised below.
Recommendation One
The Institute consider the development of CCS education materials for schools that complement the findings of this
report, incorporating all the elements of the evaluation criteria, and are developmentally appropriate for students in
primary/elementary and secondary school settings.
Any CCS education materials developed should:
• Increase the appreciation of CCS opportunities in addressing climate change;
• Support a reduction of greenhouse emissions, in particular but not limited to fossil fuelled power stations,
through the use of CCS technologies;
• Use the latest climate change science to support learning;
• Provide curriculum resources and a wealth of cross-curricula activities to support teaching and learning about
climate change and CCS technologies;
• Develop scientific inquiry skills;
• Promote a scientific-inquiry and action-based approach to learning; and
• Be teacher and student friendly.
For more details, see the following section “Next Steps”.
Recommendation Two
Any CCS education materials developed be reviewed and/or trialled by practising teachers internationally initially
into English-speaking schools (then later translations) and reviewed for scientific accuracy by organisations involved in
CCS.
For more details, see the following section “Next Steps”.
Recommendation Three
The Institute make contact with professional teacher associations at the Australian and International level to discuss
professional development opportunities such as opportunities to work with teachers at conferences and workshops;
submitting articles, information or advertisements about CCS education materials to the teacher journals;
discussing relevant CCS education resources that could be linked on their websites; and finding contacts for further
opportunities.
The aims and objectives of any CCS Education Programs could fi t well with some aims of Professional Teacher
Associations who design professional development opportunities for teachers. Some associations welcome
organisations, government departments and NGOs submitting articles for their journals and offering workshops at
conferences or allow them to put brochures and advertising material in conference folders.
Below are three recommended Professional Teacher Associations which may take an article about CCS education
materials or programs or an advertising. In addition, each association listed also have annual conferences which could
be a good place for the Institute to offer workshops to promote discussion about CCS and ways to make their
education materials or programs known to schools.
1. Science Teachers Associations (INTERNATIONAL)
http://www.ausetute.com.au/sciteach.html
2. Geography Teachers Association (INTERNATIONAL)
http://earthdirectory.net/gteachers
3. International Society for Technology in Education (INTERNATIONAL)
http://www.iste.org/welcome.aspx
33
Report on International Carbon Capture and Storage Education Materials
Recommendation Four
The Institute make contact with other relevant climate science or CCS focussed programs with a view to
establishing partnerships; sharing relevant resources and contacts for further opportunities to work with schools and
teachers. The analysis of relevant CCS and climate science programs highlights that opportunities for partnership
could exist in Australia and internationally, for example:
• In Australia:
– The Queensland Resources Council via their Oresome Resources project. See http://www.
oresomeresources.com
– CSIRO through the CarbonKids Program. See www.csiro.au/carbonkids
• Internationally:
– Scottish education program on CCS. See http://www.globalccsinstitute.com/community/blogs/authors/
kirstyanderson2/2011/05/04/bringing-science-life-%E2%80%93-scottish-schools-carbon-c
Alternative opportunities may also present through other organisations not highlighted above, including existing
Institute project partners.
Recommendation Five
The final recommendation is for the Institute make contact with the International Baccalaureate (IB) program to
investigate opportunities for incorporating CCS education materials into the IB program in international schools
(http://www.ibo.org). The IB Middle Years Program Curriculum framework is of particular significance as it is
designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate
actively and responsibly in a changing world.
The IB offers high quality programs of international education to a growing number of schools and offers three
programs that span the years from kindergarten to pre-university. The programs can be offered individually or as a
continuum.
• The Primary Years Program for pupils aged 3 to 12 focuses on the development of the whole child in the
classroom and in the world outside;
• The Middle Years Program for pupils aged 11 to 16 provides a framework of academic challenge and life
skills, achieved through embracing and transcending traditional school subjects; and
• The Diploma Program for students aged 16 to 19 is a demanding two-year curriculum leading to final
examinations and a qualification that is welcomed by leading universities around the world.
Primary Years Program Curriculum framework
At the heart of the program’s philosophy is a commitment to structured, purposeful inquiry as the leading vehicle
for learning.
Six transdisciplinary themes of global significance provide the framework for exploration and study:
• who we are;
• where we are in place and time;
• how we express ourselves;
• how the world works;
• how we organize ourselves; and
• sharing the planet.
Teachers are guided by these six transdisciplinary themes as they design units of inquiry that both transcend and
articulate conventional subject boundaries.
Five essential elements - concepts, knowledge, skills, attitudes, action, are incorporated into this framework, so that
students are given the opportunity to:
34
Recommendations
• gain knowledge that is relevant and of global significance;
• develop an understanding of concepts, which allows them to make connections throughout their learning;
• acquire transdisciplinary and disciplinary skills;
• develop attitudes that will lead to international-mindedness; and
• take action as a consequence of their learning.
Middle Years Program Curriculum framework is a program of international education designed to help students
develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a
changing world.
This period, encompassing early puberty and mid-adolescence, is a particularly critical phase of personal and
intellectual development and requires a program that helps students participate actively and responsibly in a
changing and increasingly interrelated world. Learning how to learn and how to evaluate information critically is as
important as learning facts.
Further details about the IB program and ways to access a list of schools offering the IB program available from the
IB website http://www.ibo.org.
35
Report on International Carbon Capture and Storage Education Materials
6 Next Steps
In order to action recommendations one and two the following ‘next steps’ have been suggested.
6.1 Development of CCS education materials for schools
CSIRO will action the first recommendation which suggested the development of CCS education materials which
incorporate the nine evaluation criteria used in this report as well as the suggested aims listed in recommendation
one.
The planned materials will be provided in three sections.
Section 1: Contains information about the resource, unit structure and unit descriptions;
Section 2: Contains ‘Teacher Notes’ to assist teachers in building students’
understandings of vital components of the climate change and CCS story; and
Section 3: Provides units of work for primary/elementary and secondary schooling years.
Planning for CCS Education Materials: Educational framework and content
Educational Framework
The education materials will be designed to be integrated into key learning areas in the Curriculum in Science,
Studies of Society and Environment, Literacy, Numeracy, Technology and the Arts.
The materials use inquiry learning as the basis for unit organisation and implementation. Each unit will begin by
ascertaining students’ own experiences and understandings about the topic. A series of investigative activities will
be suggested to enable students to gather new ideas and information. A range of activities will then be outlined to
help students to sort out and make sense of this new information. In the latter stages of each unit, activities will be
suggested to help students reflect on, generalise and analyse their new understandings and to put them into action
in some way.
The units plan to be used in a number of ways and provide several choices. This will allow teachers to select, adapt,
add to or modify the materials to suit their teaching strategy.
The materials will use seven inquiry stages to assist students, with a teacher’s guidance, to become motivated to
investigate an issue, make connections with other material and then to take action. The stages will be:
Tuning In
• Provide students with opportunities to become engaged with the topic;
• Ascertain students’ initial curiosity about the topic; and
• Allow students to express their personal experience of the topic.
Preparing To Find Out
• Establish what students already know about the topic;
• Provide students with a focus for the forthcoming experience; and
• Help in the planning of further experiences and activities.
Finding Out
• Further stimulate the student’s curiosity;
• Provide new information, which may answer some of the students’ earlier questions;
• Raise other questions for students to explore in the future;
• Challenge the students’ knowledge, beliefs and values; and
• Help students to make sense of further activities and experiences which have been planned for them.
36
Next Steps
Sorting Out
• Provide students with concrete means for sorting out and representing information and ideas arising from
the ‘finding out’ stage;
• Provide students with the opportunity to process the information they have gathered and present this in a
number of ways; and
• Allow for a diverse range of outcomes.
Going Further
• Extend and challenge students’ understanding about the topic; and
• Provide more information in order to broaden the range of understandings available to the students.
Making Connections
• Help students draw conclusions about what they have learnt; and
• Provide opportunities for reflection both on what has been learnt and on the learning process itself.
Taking Action
• Assist students to make links between their understanding and their experience in the real world;
• Enable students to make choices and develop the belief that they can be effective participants in society; and
• Provide further insight into students’ understandings for future unit planning.
Unit Content
Let’s capture that carbon! (Primary/Elementary)
Using a range of strategies across learning areas, this unit will introduce students to the issue of climate change and
CO2 emissions. Students will explore the different types of emission sources that contain carbon dioxide. Further to
this, they will investigate and simulate technologies for:
• capturing CO2 from industrial or power plants;
• compressing and transporting CO2,; and
• storing it in geological formations by injecting it into suitable, permanent sites underground.
Climate Technologies: Restoring a Balance (Secondary)
During this unit, students will investigate new and existing technologies and actions that may stabilise and reduce
global emissions of carbon dioxide and impact on climate change while evaluating these strategies for coping with
potential changes to the climate.
Students will be given an insight into ways industries are minimising their impact on global change by using a
processes designed to separate carbon dioxide out of the flue stream produced by several industry sectors.
Students will design scientific investigations, learn about climate research and innovations that reduce emissions, and
inform their wider community about how these might tackle climate change. Schools are encouraged to partner with
scientists, industry, researchers and their community in the search for solutions to climate change.
6.2 Review and/or trial the materials by practising teachers internationally
In order to provide practical feedback on the CCS education kits, it is suggested that CSIRO coordinate an
international review of the materials. At a minimum, the following number of English speaking schools should be
targeted:
• 6 x primary/elementary schools (3 Australian and 3 international); and
• 6 x secondary schools (3 Australian and 3 international).
37
Report on International Carbon Capture and Storage Education Materials
6.3 Timeline
Objectives
Outcomes
Timeframe
Develop CCS education kits
CCS education material to be developed in
three units:
• Teacher support
• Primary/Elementary school level
• Secondary school level
15 July 2011
Recruit trial schools
Develop a flyer and promote trial
opportunity to international schools.
30 June 2011
Scientific Review
Establish Scientific Review Committee.
Suggested members:
• Mr Paul Graham (CSIRO)
• Lincoln Paterson (CSIRO)
• Dr. Peter Osman (CSIRO)
• Klaas van Alphen (Global CCS Institute)
• Sallie Greenberg (University of Illinois)|
• Samuela Vercelli (University of Rome)
30 June 2011
Send materials for scientific review
15 July 2011
Establish Educational Review Committee.
Suggested members:
• Ross Kingsland (CSIRO Education)
• Mat Norton (Global CCS Institute)
• Angus Henderson (Global CCS Institute)
• Dr Catherine Morgan (Scottish
Earth Science Education Forum)
30 June 2011
Send materials for educational review
15 July 2011
Trial the education materials and
their associated resources in schools
internationally (targeting Global
CCS Institute partner countries).
Minimum number of schools
to trial the materials:
Australian schools: Term
3, 2011 (send materials
beginning of August 2011)
• 6 schools in Australia.
International schools: Term
1, 2011 (send materials
beginning of September 2011)
Evaluate the effectiveness of the
draft educational materials.
Develop online evaluation survey.
31 July 2011
Coordinator to distribute survey
to trial/review schools.
August 2011
Analysis of feedback
Analyse feedback and refine
educational material post feedback.
November 2011
Final version of CCS Education Kits.
Develop / design pdf for distribution
to the Global CCS Institute.
December 2011
Educational Review
38
• 6 schools internationally
References
References
21st Century Schools(a): Which one describes your classroom or school? Retrieved 8 April 2011 from
http://www.21stcenturyschools.com/20th_vs_21st_Century_Classroom.htm.
21st Century Schools(b): Renewable education. Retrieved 15 May 2011 from http://www.21stcenturyschools.com/.
ACARA (2010a). Australian Curriculum Science, Retrieved18 May 2011 from http://www.australiancurriculum.edu.au/
Science/Curriculum/F-10.
ACARA (2010b). Draft Shape of the Australian Curriculum: Geography, Retrieved 18 May
from http://www.acara.edu.au/verve/_resources/Draft__Shape__AC_Geography21062010.pdf.
Ashworth, P., Pisarski, A., and Littleboy, A. (2006). Final Report: Understanding and incorporating stakeholder
perspectives to low emission technologies in Queensland. CSIRO Report: Australia.
Ashworth, P. (2009). A strategic approach for communication and outreach activities for CCS. CSIRO Report: Australia.
Australian Government. (2009). Principles of good practice for educational resources. In Educating for a Sustainable
Future, A National Environmental Education Statement for Australian Schools. Retrieved 27th June 2011
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Ball, D. and Cohen, D. (1996). Reform by the Book: What Is: Or Might Be: The Role of Curriculum Materials in
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Davis, E.A. and Krajcik, J.S. (2005). Designing Educative Curriculum Materials to Promote Teacher Learning.
Educational Researcher, 34(3), 3 -14.
de Best-Waldhober, M., Daamen, D. and Faaij, A. (2008). Informed and uninformed public opinionson CO2 capture
and storage technologies in the Netherlands. International Journal of Greenhouse. Gas Control. 3(3): 322-332.
Eurobarometer (2011). Eurobarometer Survey on Public Awareness and Acceptance of CCS, Special Eurobarometer
364, DG-Research, Available at: http://ec.europa.eu/public_opinion/archives/ebs/ebs_364_en.pdf.
Fischedick, M., et al. (2008). Stakeholder acceptance of carbon capture and Storage in Germany. Proceedings of the
GHGT-9, November 16–20, Washington DC, USA.
Gerber, T. (2006). National Science Education Standards Correlated to Inquiry into Life (Eleventh Edition). Online
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Global CCS Institute. (2011). The global status of CCS: 2010. Canberra, page 143-144.
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38 (3) 53.
International Baccalaureate. (2011). Mission Statement. Available online: http://www.ibo.org/mission/.
International Energy Agency (IEA) (2009). Technology Roadmap, Carbon Capture and Technology, Paris: OECD/
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Ministerial Council on Education, Employment, training and Youth Affairs, Melbourne Declaration on Educational Goals for
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Declaration_on_the_Educational_Goals_for_Young_Australians.pdf.
Prensky, M. (2011). Essential 21st Century Skills. Retrieved 13 May 2011 from http://www.scribd.com/doc/16594116/
Marc-Prenskys-Essential-Skills-for-the-21st-Century.
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Reiner, D.M. (2008). ‘A looming rhetorical gap: a survey of public communications activities for carbon dioxide
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40
APPENDIX A – CCS EDUCATION MATERIALS
Primary/Elementary School Resources
Source, Title and Link
Australian National University Centre for the Public
Awareness of Science
Graham Walker
Format and Abstract
Interactive science show including a demonstration
on Carbon Capture and Storage. The activity uses a
Mentos and Diet Coke experiment to show students
how carbon dioxide can be dissolved in liquids under
pressure.
Powerful Science: Cleaning up our energy. Investigating
low emission coal technologies.
Queensland Department of Education in Training. 2009
Book and CD. Looks at the greenhouse effect, coal
as an energy resource, current use of coal and how
to make coal use more environmentally friendly. It
takes complex scientific processes involved in low
emission technologies such as coal gasification and
post combustion capture of hydrogen and carbon
dioxide, and draws out the fundamental scientific
concepts that students can engage with on their
level, in a practical manner.
Powerworks Victoria, Powerworks School Information
http://www.powerworks.com.au/new_technology.asp
School based web page about Geosequestration
Queensland Resources Council, Oresome Resources
Low Emissions Future Interactive with a Digital
Learning Object
http://www.oresomeresources.com/media/flash/
interactives/low_emission_future/
http://www.oresomeresources.com/resources_view/
resource/fact_sheet_carbon_capture_and_storage
Carbon Capture and Storage Fact Sheet-Australian
focus only
http://www.oresomeresources.com/resources_view/
resource/link_carbon_capture_and_storage_movie
Carbon Capture and Storage Movie
http://www.oresomeresources.com/resources_view/
resource/powerpoint_low_emission_technologies
Low Emissions Technologies PowerPoint
http://www.oresomeresources.com/resources_view/
resource/fact_sheet_oxyfuel_combustion
Oxyfuel Combustion Fact Sheet
http://www.oresomeresources.com/resources_view/
resource/fact_sheet_post_combustion_capture
Post Combustion Capture Fact Sheet
http://www.oresomeresources.com/interactives_view/
resource/interactive_coal_fired_power_station
Coal Fired Power Station Interactive
http://www.oresomeresources.com/resources_view/
resource/experiment_geological_sequestration
CCS Experiment
http://www.oresomeresources.com/resources_view/
resource/worksheet_producing_power
http://www.oresomeresources.com/resources_view/
resource/vodcast_powering_the_future_forum_chris_
spero
Cloze Activity
http://www.oresomeresources.com/media_centre_view/
category/media_video_low_emission_future/section/
media/parent/
Callide Oxyfuel Process
http://www.oresomeresources.com/media_centre_view/
Low Emission Energy Future movie
category/media_video_zero_emissions_city/section/media/
parent/
http://www.oresomeresources.com/media_centre_view/
category/media_video_coal_gasification/section/media/
parent/
Zero Emissions City movie
Coal Gasification movie
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Report on International Carbon Capture and Storage Education Materials
Scottish Centre for Carbon Storage - CCS Education
Centre
http://www.geos.ed.ac.uk/sccs/public/
http://www.geos.ed.ac.uk/sccs/public/teachers/
US Energy Information Administration
Energy Kids.
http://www.eia.gov/kids/energy.cfm?page=coal_homebasics
School based web page about carbon dioxide,
where carbon dioxide comes from, what the UK
Government is doing in relation to CCS. Site includes
downloadable images, graphs and videos.
Downloadable images and videos to support CCS
learning
Coal Basics webpage for kids including topics such as
emissions and by-products produced from burning
coal and ways to reduce the impacts of coal use. CCS
definition and graphics are included.
Secondary School Resources
Source, Title and Link
Caterpillar Inc., Ground Rules:
Mining Right for a Sustainable Future
http://www.cat.com/cda/files/1899079/7/GroundRulesMineralsEverydayLife-15-18.pdf
Format and Abstract
A documentary film and set of lesson plans. The film
follows the development of new and operating mines
as geologists, engineers and mine managers tackle
complex problems.
Activities introduce students to the various phases
involved in mining, different types of mines, how
ore is processed, how mineral deposits were
formed, how modern mines can operate safely and
sustainably, and why minerals are important to our
everyday lives. This material also introduces students
to a wide variety of mining careers
CCS Education Centre –
Scottish Centre for Carbon Storage
Education Centre – Fact Sheets & Tool Box
http://www.geos.ed.ac.uk/sccs/public/
Where does it come from?
What is the problem with carbon dioxide (CO2)?
What are we doing about it?
Graphs, images and videos for teachers and student
projects
CO2CRC – Education and Training
http://www.co2crc.com.au/education/resources.html
http://www.co2crc.com.au/education/shortcourses.html
Department of Primary Industry – LandLearn,
New SouthWales,
Carbon Capture or Geosequestration Information
http://www.landlearnnsw.org.au/sustainability/climatechange/research/geosequestration-ccs
http://www.landlearnnsw.org.au/sustainability/climatechange/glossary
42
Learning objects / simulations for: CO2 injection;
Dairy Cow emissions, Porosity and Permeability of
rock strata and Volume of compressed CO2.
Short courses covering:
• Introduction to CCS
• Site selection and storage capacity
• Evaluating seals and reservoirs
• Reservoir modelling
• Risk assessment
• Carbon dioxide capture technologies
• Capture process design
• Legislation
• Economics
• Community consultation
School based web pages about carbon dioxide
injection.
Glossary inclusive of CCS.
Appendix A
National Oceanic and Atmospheric Administration Ocean Explorer
http://oceanexplorer.noaa.gov/explorations/05fire/
background/edu/media/rof05_champagne.pdf
Deep ocean carbon dioxide and global climate
change teacher guide of activities for Grade 9 – 12.
Powerful Science: Cleaning up our energy.
Investigating low emission coal technologies.
Queensland Department of Education in Training, 2009
Book and CD. Student activities investigate the
greenhouse effect, coal as an energy resource,
current use of coal and how to make coal use more
environmentally friendly. It takes complex scientific
processes involved in low emission technologies such
as coal gasification and post combustion capture of
hydrogen and carbon dioxide, and draws out the
fundamental scientific concepts that students can
engage with on their level, in a practical manner.
Queensland Resources Council, Oresome Resources
Low Emissions Future Interactive with a Digital
Learning Object
http://www.oresomeresources.com/media/flash/
interactives/low_emission_future/
http://www.oresomeresources.com/resources_view/
resource/fact_sheet_carbon_capture_and_storage
Carbon Capture and Storage Fact Sheet-Australian
focus only
http://www.oresomeresources.com/resources_view/
resource/link_carbon_capture_and_storage_movie
Carbon Capture and Storage Movie
http://www.oresomeresources.com/resources_view/
resource/powerpoint_low_emission_technologies
Low Emissions Technologies PowerPoint
http://www.oresomeresources.com/resources_view/
resource/fact_sheet_oxyfuel_combustion
Oxyfuel Combustion Fact Sheet
http://www.oresomeresources.com/resources_view/
resource/fact_sheet_post_combustion_capture
Post Combustion Capture Fact Sheet
http://www.oresomeresources.com/interactives_view/
resource/interactive_coal_fired_power_station
Coal Fired Power Station Interactive
http://www.oresomeresources.com/resources_view/
resource/experiment_geological_sequestration
CCS Experiment
http://www.oresomeresources.com/resources_view/
resource/worksheet_producing_power
Cloze Activity
http://www.oresomeresources.com/resources_view/
resource/vodcast_powering_the_future_forum_chris_
spero
Callide Oxyfuel Process
http://www.oresomeresources.com/resources_view/
resource/unit_of_work_low_emission_energy_sources
Unit of Work/ Low Emission Technologies
http://www.oresomeresources.com/media_centre_view/
category/media_video_low_emission_future/section/
media/parent/
Low Emission Energy Future movie
http://www.oresomeresources.com/media_centre_view/
Zero Emissions City movie
category/media_video_zero_emissions_city/section/media/
parent/
http://www.oresomeresources.com/media_centre_view/
category/media_video_coal_gasification/section/media/
parent/
Coal Gasification movie
43
Report on International Carbon Capture and Storage Education Materials
The Keystone Centre, CSI: Climate Status InvestigationsHigh School
http://keystone.org/files/file/KeyCurriculum/19Geologic%20Sequestration.pdf
Science and geology investigations where students
learn about geologic sequestration as a technique
used to reduce carbon dioxide in the atmosphere
through geologic sequestration.
http://keystone.org/files/file/KeyCurriculum/21Terrestrial%20Sequestration.pdf
http://keystone.org/files/file/KeyCurriculum/20Oceanic%20Absorption-Oceanic%20Sequestration.pdf
http://www.keystonecurriculum.org/highschool/2009_
lesson_intros/19_GeologicSequest_HS09.html
Additional education resources for classroom use
Source, Title and Link
CCS Education
Format and Abstract
http://www.youtube.com/watch?v=BOAWpW652zE
You Tube Video with environmental experts
discussing the role that CCS can play in achieving
reductions in carbon dioxide emissions in
order to mitigate global climate change
Australian Government, Geoscience Australia
Geoscience Australia CCS project updates
http://www.ga.gov.au/ghg/projects/international-ghg.html
http://www.oresomeresources.com/resources_view/
resource/link_carbon_capture_and_storage_movie/
section/resources/parent//category/
Carbon Capture and Storage Movie developed
by Geoscience Australia and housed on Oresome
Resources website. Reviews the carbon capture and
storage process and the place it plays in a low carbon
energy future .
British Geological Survey – Learning object on British
experience
You Tube Video - What is carbon capture and
storage (CCS)?
http://www.youtube.com/watch?v=7M2fhOGz0-o
http://www.bgs.ac.uk/education/carboncapture/
Fact Sheet - What is carbon capture and storage
(CCS)?
Capture Ready
Research papers on CCS.
http://www.captureready.com/EN/Channels/Research/
classList2.asp?objID=4
Carbon Capture and Storage Journal
http://www.carboncapturejournal.com/displaynews.
php?NewsID=614
Journal article features information about a pilot
outreach program delivered by Scottish Earth
Science Education Forum (SESEF) for secondary
students and an interactive CCS model (CCSI),
which demonstrates the CCS chain from capture of
CO2 to injection.
CCS Education Initiative
Carbon Sequestration Atlas
http://ccs-education.org/keeping-co2-out-of-theatmosphere-by-sequestering-it-underground/
Video explaining how carbon dioxide is trapped
underground
Animation explaining history of CCS
CO2CRC Education & Training
http://www.co2crc.com.au/education/
Latest CCS education & training information. Cites
reference to resources for teachers being available.
CreekCare
Carbon Storage in Parks and Gardens-Fact Sheet
http://www.ramin.com.au/creekcare/carbon-storage-inparks-and-gardens.shtml
CSIRO
http://www.csiro.au/science/CO2-geosequestration.html
44
Fact Sheet about CCS
Appendix A
CSIRO
Pod Cast
http://www.csiro.au/multimedia/Capturing-CO2-Emissions.
html
eGFI
You Tube video on climate change and CCS
http://www.egfi-k12.org/whats-new/e-tube/carbonsequestration
Environmental Chemistry.com
Educational resource on CO2
http://environmentalchemistry.com/yogi/environmental/20
0611CO2globalwarming.html
Google Images
CCS Graphics
http://www.google.com.au/images?q=carbon+storage&hl=
en&rlz=1T4SUNC_enAU373AU374&prmd=ivnsu&wrapid
=tlif130083777134710&um=1&ie=UTF-8&source=univ&sa
=X&ei=iTWJTdnIKY_uuAOJ0bDMDg&ved=0CHMQsAQ
4Cg&biw=1328&bih=502
International School Hannover Region, Student News
Action Network
Article about CCS
http://newsaction.tigweb.org/article/carbon-capturestorage-a-promising-technology-to-reduce-our-globalcarbon-footprint
Massachusetts Institute of Technology, Mission 2013
CCS case studies
http://igutek.scripts.mit.edu/terrascope/index.
php?page=Casestudies
Massachusetts Institute of Technology, Mission 2013
http://amps-webflash.amps.ms.mit.edu/public/
mission-2013/
National Library of Australia, The greenhouse effect
climate change and global warming.
http://nla.gov.au/anbd.bib-an41763109
NewGen Coal
Mentored course for undergraduate students, This
video presents student’s inquiry on CCS
The DVD contains a basic version suitable for all
students from senior primary on, and also offers
an advanced version for senior secondary students,
with in depth analysis of greenhouse gases and their
effects. In addition, there are fascinating extras: icecore research in Antarctica, how warming threatens
coral reefs, carbon capture and storage - how it
works." Notes: Basic version (22 min.) -- Advanced
version (26 min.)
Blog inclusive of CCS.
http://www.newgencoal.com.au/blog.aspx?category=26
NewGen Coal
Video Resource on CCS.
http://www.newgencoal.com.au/randdtv.aspx
NPR, Science Blog, It’s All About
Carbon, Episode 5 Robert
http://www.npr.org/blogs/krulwich/135508427/carbon
Science Alberta, The CO2 Connection
http://www.incubatorgames.com/index.
php/20110323/co2-connection/
Science Blog incorporating carbon capture and
storage as a new way of capturing carbon and storing
it in the ground
An educational video game developed for Science
Alberta. The title centres on building a giant pipeline
capable of transporting vast amounts of CO2. This
is achieved by exploring numerous areas, gathering
resources, smartly planning the pipeline’s route, and
completing various mini games
45
Report on International Carbon Capture and Storage Education Materials
Scottish Centre for Carbon Storage, CCS Education
Centre – Carbon Mitigation Education Teacher Resources.
Graphic and Video resources
http://www.geos.ed.ac.uk/sccs/public/teachers/
Schematic diagram illustrating CO2 injection.
Graphics include:
Diagram of Carbon Cycle.
Graph showing the global carbon emissions
from fossil fuel combustion since the 1850s.
Pie chart of sources of energy worldwide.
Videos include:
BBC News: Will carbon capture work?
BBC News: Carbon capture plan for the Forth.
STV News - ‘Scientists examine CO2 reduction plan’.
Lime Water Video.
Water Droplet / Porous Sandstone Video
Slidefinder
CCS images, maps and slides.
http://www.slidefinder.net/c/carbon_management_
sustainable/development_examination_potential/276062
South West Carbon Partnership - USA
Carbon Bond vs. Greenhouse Gang
Game
The Adventures of Carbon Bond (recommended
for ages 8 to 10) – Interactive game that introduces
the basics of climate change and CCS.
http://southwestcarbonpartnership.org/kids/carbon_mcs.html
State Government,Victoria-Department
of Primary Industries
CCS Regulations Fact Sheet. Includes
information about Otways project.
http://new.dpi.vic.gov.au/energy/policy/
greenhouse-challenge/near-zero-emissions
The Learning Federation
Learning object on post combustion carbon capture
http://www.thelearningfederation.edu.au/for_teachers/
whats_new/whats_new.html?showcaseObjectID=4277
US Department of Energy
http://www.egfi-k12.org/whats-new/etube/carbon-sequestration
US Department of Energy, Carbon
Capture Leadership Forum
http://www.cslforum.org/education/index.html
US Department Of Energy, CO2 Underland
http://blog.energy.gov/blog/2011/05/26/
move-over-american-idol%E2%80%A6
46
You Tube Video on climate change and
potential of CCS to reduce emissions
Fact Sheets: Why Carbon Capture and
Storage? Is geologic CO2 storage safe?
Underground CO2 storage – a reality? CO2
capture, does it work? CO2 transportation, is
it safe and reliable? 10 facts about CCS
Carbon Underland - An animated short film on
carbon sequestration in which a CO2 molecule
tumbles down a hole into unfamiliar territory
Appendix A
University Resources
Source, Title and Link
Australian National University, Sciencewise, Summer
2010
Format and Abstract
Details of research projects
http://sciencewise.anu.edu.au/articles/Rowena
Australian School of Petroleum, University of Adelaide,
Research Projects.
http://www.asp.adelaide.edu.au/research/
Berkeley Lab – Earth Science Division
http://esd.lbl.gov/research/programs/gcs/outreach.html
Harvard University – Belfer Center for science and
International Affairs
http://belfercenter.ksg.harvard.edu/publication/18857/
learning_about_carbon_capture_and_storage.html
Conducting research on the selection of storage
sites, their adequate characterisation with
respect of storage capacity, and an understanding
of the physical and chemical processes which
will take place during and after injection
Geologic Carbon Sequestration Program Education
and Outreach. Learning objects on injection of CO2.
Learning about Carbon Capture
and Storage: Changing Stakeholder
Perceptions with Expert Information
Imperial College London, Claverston Energy Research
Group
http://www.claverton-energy.com/imperial-college-to-getccs-pilot-plant.html
Information about the College’s
Carbon Capture (CC) Pilot Plant
Lawrence Berkeley National Laboratory,
Geologic CO2 Sequestration
Web based information about increased
awareness of global climate change. Due to the
increase in atmospheric CO2 concentrations it
has been proposed that CO2 be captured and put
underground (geologic CO2 sequestration). To
make a significant impact on CO2 accumulation
billions of tons of CO2 per year need to be
injected and sequestered in the subsurface
http://esd.lbl.gov/research/projects/induced_seismicity/co2/
Mission 2013
http://amps-webflash.amps.ms.mit.edu/public/
mission-2013/
MIT World
http://mitworld.mit.edu/video/528
Pacific North West National Laboratory
http://www.pnl.gov/news/release.aspx?id=399
Power Plant CCS, Latest in CO2 Sequestration at Power
Plants
Mentored course for undergraduate students. This
video presents student enquiries about CCS
Geosciences and Carbon Sequestration to Address
Climate Change; a lecture by Dr. Margaret Leinen
News release detailing courses in
CCS available to students
http://powerplantccs.com/forum/topic/carboncapture-and-sequestration-online-course
An online educational resource ideal for
geologists, researchers, operators, engineers,
and students who want to learn about carbon
capture and sequestration. This course covers the
fundamental concepts involved in carbon capture
and sequestration, and explains the geological
conditions required for successful carbon storage.
Princeton University – Carbon Mitigation Initiative
Articles and presentation on geosequestration
http://cmi.princeton.edu/news/cee_599.php
Princeton University, 2009 GC Seed Grant
http://www.princeton.edu/grandchallenges/energy/
research-highlights/carbon-capture/
Carbon Capture and Geologic Sequestration: Linking
Undergraduate education with cutting edge research
47
Report on International Carbon Capture and Storage Education Materials
Research Experience in Carbon Sequestration (RECS)
http://www.recsco2.org/program
Scottish Earth Science Education Forum (SESEF)
The intensive 10-day RECS program is led by a
world-class faculty of CCS experts from industry,
the research community, NGOs and government.
The interactive program combines classroom
instruction with group exercises, CCS site visits and
hands-on activities including: geologic storage site
characterization, CO2 monitoring, modelling fluid
flow in the subsurface and communications training.
Outline of SESEF’s Projects and Resources
http://www.sesef.org.uk/index.php?option=com_content&
view=article&id=22&Itemid=20
Stanford University
http://www.youtube.com/watch?v=va5PgenoFb0
Anthony Kovscek, associate professor of Energy
Resources – Lecture on Geologic Sequestration of
CO2
Stanford University, Benson Lab
PowerPoint presentations
http://pangea.stanford.edu/research/bensonlab/
presentations/index.html
Swiss Federal Institute of Technology – Zurich Centre
for Energy Policy and Economics. Carbon Dioxide
Capture and Storage (CCS) SS07
http://www.cepe.ethz.ch/education/
CO2CaptureStorageCSS_Cepe
University Corporation for Atmospheric Research,
What is the carbon cycle?
http://www.ucar.edu/learn/1_4_2_15t.htm
University of California, Geologic Carbon Sequestration:
Mitigating Climate Change by Injecting CO2
Underground
Introduction to the concepts and the technologies
used for capturing carbon dioxide in power stations.
CO2 capture by pre-, post-, and oxy combustioncapture concepts are discussed together with CO2
transport issues & the different options to store
CO2 in geologic formations, the oceans or by
mineralization. Besides technical issues, economical,
juridical & societal issues are part of the course
In this resource, students explore the carbon cycle
and identify carbon sources, sinks, and release
agents.
Lecture and accompanying notes on the labs
Geologic Carbon Sequestration program
http://www.uctv.tv/search-details.aspx?showID=17050
University of Chicago
http://humanities.uchicago.edu/orgs/institute/bigproblems/
team8.pdf
University of Edinburgh – Masters in Carbon Capture
and Storage.
Report –- Efforts to mitigate carbon emissions
could be facilitated by new technologies. One such
technology, viewed by many as a potential saving
grace of the coal industry is designed for Carbon
Capture and Sequestration (CCS). CCS technology
allows for carbon emissions from coal-fired power
plants to be captured, transported and stored in
the ground. CCS could be applied to new coal
plants or to existing ones, which can be retrofi tted
with new technologies. The technology has been
demonstrated on small-scale plants, but the costs
of implementing it in coal-fired power plants remain
uneconomical. For this reason, CCS is not in use in
the United States and has never been applied to a
coal-fired power plant
A Course designed for science graduates in
Engineering or Geoscience related subjects seeking
an advanced academic qualification in the field of low
http://www.ed.ac.uk/schools-departments/geosciences/
postgraduate/masters-programme/taught-masters/carbon- carbon energy production. Learning objects may be
sourced via the department
capture-storage
48
Appendix A
University of Edinburgh (Scottish Centre for Carbon
Storage), “What is Carbon Capture and Storage”
Definition, diagrams and explanations
http://www.co2storage.org.uk/
University of Melbourne – School of Engineering
http://www.eng.unimelb.edu.au/research/centres/
CO2CRC/
University of Miskolc, Hungary
http://fold32.ftt.uni-miskolc.hu/~intezet/index.php?view
=article&catid=40:news&id=50:co2-ccs-short-course-inmiskolc&tmpl=component&print=1&page=&option=c
om_content&Itemid=10
University of New South Wales - Centre for
Environmental Modelling and Prediction
Information about three main CO2CRC research
programs
This university is the only institution in Hungary
where hydrocarbon geology and production is
taught. The Institute of Mineralogy and Geology is
responsible for the courses related to petroleum
and gas geology. It also hosts many student research
activities, including the Miskolc Student Chapter. The
Institute started CO2 CCS investigations in 2005
in relation to the coal bed methane project in the
Eastern Mecsek Mountains.
Lecture notes/paper on Australia’s Future CO2 Geo-sequestration Potential
http://web.maths.unsw.edu.au/~bmcneil/writing/
geosequestration.brief.pdf
University of New South Wales - SCHOOL OF
SURVEYING & SPATIAL INFORMATION SYSTEMS
A description of Carbon Storage Monitoring with
satellite remote sensing projects
https://www.unsw.edu.au/research/res/SSISPoster.PDF
University of Texas at Austin, CO2 Outreach Education
Resources
Eight educational resources for CO2 outreach
education
http://www.beg.utexas.edu/education/co2_outreach/
co2_outreach_demo5.htm
http://www.beg.utexas.edu/education/co2_outreach/
co2_outreach03.htm
49
Report on International Carbon Capture and Storage Education Materials
APPENDIX B – INDIVIDUAL CCS EDUCATION QUALITY
RATINGS
Primary/Elementary School Resources
ANU, Centre for Public Awareness
Not Met
Adequate
Good
Exemplary
Standard
* Knowledge and understanding
1
1
* Pedagogy
1
1
* Integrity
1
1
* Balance
1
1
* Scientific inquiry
* Visual presentation
2
2
1
1
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Oresome Resources
12
Not Met
Adequate
Good
* Knowledge and understanding
* Pedagogy
Exemplary
Standard
4
4
1
1
* Integrity
4
* Balance
2
4
2
* Scientific inquiry
4
4
* Visual presentation
4
4
* Climate change context
3
* Representation of other complementary technologies
* Principles of sustainable development
3
4
1
1
Education Quality Achieved (out of 36)
Power Works Victoria
27
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
4
Good
3
1
Exemplary
Standard
3
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
1
* Visual presentation
1
2
2
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
50
14
Appendix B
Power Works Victoria
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
Exemplary
3
Standard
3
1
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
1
* Visual presentation
1
2
2
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Powerful Science - Book and CD
14
Not Met
Adequate
Good
Exemplary
Standard
* Knowledge and understanding
3
3
* Pedagogy
3
3
* Integrity
3
3
* Balance
2
* Scientific inquiry
2
3
3
* Visual presentation
2
2
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Scottish Centre for Carbon Storage
21
Not Met
* Knowledge and understanding
* Pedagogy
Adequate
Good
2
Exemplary
Standard
2
1
1
* Integrity
3
3
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
3
* Climate change context
2
3
2
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
17
51
Report on International Carbon Capture and Storage Education Materials
US Energy Information Administration
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
Exemplary
3
Standard
3
1
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
3
* Climate change context
3
2
2
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
17
Secondary Sources
Caterpillar Inc.
Not Met
Adequate
Good
Exemplary
Standard
* Knowledge and understanding
2
2
* Pedagogy
2
2
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
1
* Visual presentation
1
2
2
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
CO2CRC Learning Objects
14
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
3
1
Standard
3
1
* Integrity
3
* Balance
Exemplary
2
3
2
* Scientific inquiry
3
3
* Visual presentation
3
3
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
Education Quality Achieved (out of 36)
52
2
2
19
Appendix B
CO2CRC Short Courses
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
Exemplary
3
Standard
3
1
1
* Integrity
3
3
* Balance
3
3
* Scientific inquiry
3
3
* Visual presentation
3
3
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
3
3
Education Quality Achieved (out of 36)
Department of Primary Industry NSW
21
Not Met
* Knowledge and understanding
* Pedagogy
Good
Exemplary
2
Standard
2
1
* Integrity
* Balance
Adequate
1
2
2
1
1
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Keystone Centre
13
Not Met
Adequate
Good
Exemplary
Standard
* Knowledge and understanding
3
3
* Pedagogy
3
3
* Integrity
3
3
* Balance
2
* Scientific inquiry
2
4
* Visual presentation
2
4
2
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
20
53
Report on International Carbon Capture and Storage Education Materials
National Oceanic and Atmospheric Admin
Not Met
Adequate
Good
Exemplary
Standard
* Knowledge and understanding
2
2
* Pedagogy
2
2
* Integrity
2
2
* Balance
1
* Scientific inquiry
1
2
2
* Visual presentation
1
1
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Oresome Resources
13
Not Met
Adequate
Good
* Knowledge and understanding
* Pedagogy
Exemplary
Standard
4
4
1
1
* Integrity
4
* Balance
2
4
2
* Scientific inquiry
4
4
* Visual presentation
4
4
* Climate change context
3
* Representation of other complementary technologies
* Principles of sustainable development
3
4
1
1
Education Quality Achieved (out of 36)
Powerful Science – Book and CD
4
27
Not Met
Adequate
Good
Exemplary
Standard
* Knowledge and understanding
3
3
* Pedagogy
3
3
* Integrity
3
3
* Balance
2
* Scientific inquiry
2
3
3
* Visual presentation
2
2
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
Education Quality Achieved (out of 36)
54
1
1
21
Appendix B
Scottish Centre for Carbon Storage
Not Met
* Knowledge and understanding
Adequate
Good
Exemplary
2
* Pedagogy
Standard
2
1
1
* Integrity
3
3
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
3
* Climate change context
3
2
2
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
17
Additional Sources
British Geological Survey
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
Exemplary
3
Standard
3
1
1
* Integrity
3
3
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
3
3
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
British Geological Survey - Video
17
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
3
1
Exemplary
Standard
3
1
* Integrity
3
3
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
3
3
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
Education Quality Achieved (out of 36)
1
1
19
55
Report on International Carbon Capture and Storage Education Materials
Capture Ready Research Paper
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
Exemplary
3
Standard
3
1
1
* Integrity
3
3
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Carbon Capture and Storage Journal
16
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
Exemplary
3
Standard
3
1
1
* Integrity
3
3
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
CCS Education - YouTube
16
Not Met
Adequate
* Knowledge and understanding
Good
3
Exemplary
Standard
3
* Pedagogy
1
1
* Integrity
1
1
* Balance
1
1
* Scientific inquiry
3
3
* Visual presentation
3
3
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
Education Quality Achieved (out of 36)
56
1
1
17
Appendix B
CCS Education Initiative
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
Exemplary
3
Standard
3
1
1
* Integrity
3
3
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
3
3
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
17
CO2CRC Educ Train'g & Inform
Not Met
* Knowledge and understanding
1
1
* Pedagogy
1
1
* Integrity
1
1
* Balance
1
1
* Scientific inquiry
1
1
* Visual presentation
1
1
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Adequate
Good
Exemplary
Education Quality Achieved (out of 36)
Creek Care Factsheet
Standard
9
Not Met
Adequate
Good
Exemplary
Standard
* Knowledge and understanding
1
1
* Pedagogy
1
1
* Integrity
1
1
* Balance
1
1
* Scientific inquiry
1
1
* Visual presentation
1
1
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
9
57
Report on International Carbon Capture and Storage Education Materials
CSIRO Factsheet
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
Exemplary
3
Standard
3
1
1
* Integrity
3
3
* Balance
3
3
* Scientific inquiry
* Visual presentation
2
2
1
1
* Climate change context
3
3
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
CSIRO Podcast
18
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
Exemplary
3
Standard
3
1
1
* Integrity
3
3
* Balance
3
3
* Scientific inquiry
* Visual presentation
2
2
1
1
* Climate change context
3
3
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
eGFI (engineering go for it)
18
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
3
1
Exemplary
Standard
3
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
Education Quality Achieved (out of 36)
58
1
1
17
Appendix B
Environmental Chemistry website
Not Met
* Knowledge and understanding
* Pedagogy
Adequate
Good
Exemplary
2
Standard
2
1
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Geoscience Australia
16
Not Met
Adequate
Good
Exemplary
Standard
* Knowledge and understanding
1
1
* Pedagogy
1
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
1
1
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Google Images
12
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
3
1
Standard
3
1
* Integrity
3
* Balance
Exemplary
2
3
2
* Scientific inquiry
3
3
* Visual presentation
3
3
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
18
59
Report on International Carbon Capture and Storage Education Materials
International School Hannover
Not Met
* Knowledge and understanding
* Pedagogy
Adequate
Good
Exemplary
2
Standard
2
1
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
1
1
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Massachusetts Inst of Tech Case Study
15
Not Met
* Knowledge and understanding
* Pedagogy
Exemplary
Standard
2
1
1
2
2
1
* Scientific inquiry
* Visual presentation
Good
2
* Integrity
* Balance
Adequate
1
2
2
1
1
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Massachusetts Inst of Tech-Video
14
Not Met
* Knowledge and understanding
* Pedagogy
Adequate
2
1
Good
Exemplary
Standard
2
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
2
2
Education Quality Achieved (out of 36)
60
17
Appendix B
National Library of Australia
Not Met
* Knowledge and understanding
* Pedagogy
Adequate
Good
Exemplary
2
Standard
2
1
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
NewGen Coal - Blog
16
Not Met
* Knowledge and understanding
* Pedagogy
Adequate
Good
Exemplary
2
Standard
2
1
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
3
3
* Representation of other complementary technologies
3
3
* Principles of sustainable development
3
3
Education Quality Achieved (out of 36)
NewGen Coal - Video
20
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
3
1
Exemplary
Standard
3
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
3
3
* Representation of other complementary technologies
3
3
* Principles of sustainable development
3
3
Education Quality Achieved (out of 36)
21
61
Report on International Carbon Capture and Storage Education Materials
NPR Media Organisation
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
Exemplary
3
Standard
3
1
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Science Alberta
17
Not Met
* Knowledge and understanding
Adequate
Good
Exemplary
2
Standard
2
* Pedagogy
1
1
* Integrity
1
1
* Balance
1
1
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Scottish Centre for Carbon Storage
12
Not Met
* Knowledge and understanding
* Pedagogy
Adequate
Good
2
Exemplary
Standard
2
1
1
* Integrity
3
3
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
3
* Climate change context
2
3
2
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
62
17
Appendix B
Slide Finder
Not Met
* Knowledge and understanding
* Pedagogy
Adequate
Good
Exemplary
2
Standard
2
1
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
Southwest Carbon Partnership
14
Not Met
* Knowledge and understanding
Adequate
Good
Exemplary
2
Standard
2
* Pedagogy
1
1
* Integrity
1
1
* Balance
1
1
* Scientific inquiry
1
1
* Visual presentation
1
1
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
The Learning Federation
10
Not Met
* Knowledge and understanding
* Pedagogy
Adequate
Good
2
Exemplary
Standard
2
1
1
* Integrity
3
3
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
15
63
Report on International Carbon Capture and Storage Education Materials
US Department of Energy - Animation
Not Met
* Knowledge and understanding
Adequate
Good
Exemplary
2
Standard
2
* Pedagogy
1
1
* Integrity
1
1
* Balance
1
1
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
US Department of Energy - Factsheet
12
Not Met
Adequate
* Knowledge and understanding
* Pedagogy
Good
Exemplary
3
Standard
3
1
1
* Integrity
3
3
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
1
1
* Representation of other complementary technologies
1
1
* Principles of sustainable development
1
1
Education Quality Achieved (out of 36)
US Department of Energy - You Tube
16
Not Met
* Knowledge and understanding
* Pedagogy
Adequate
Good
2
Exemplary
Standard
2
1
1
* Integrity
3
3
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
2
2
* Climate change context
2
2
* Representation of other complementary technologies
* Principles of sustainable development
Education Quality Achieved (out of 36)
64
1
1
2
2
17
Appendix B
Victorian DPI
Not Met
* Knowledge and understanding
* Pedagogy
Adequate
2
1
Good
Exemplary
Standard
2
1
* Integrity
2
2
* Balance
2
2
* Scientific inquiry
2
2
* Visual presentation
1
1
* Climate change context
2
2
* Representation of other complementary technologies
2
2
* Principles of sustainable development
Education Quality Achieved (out of 36)
1
1
15
65
Report on International Carbon Capture and Storage Education Materials
APPENDIX C – PERCENTAGE RESULTS FOR ALL CCS
EDUCATION RESOURCES
Primary/Elementary School Percentages
Education Material Resources (6)
Applicability of Education Materials
Not Met
Adequate
Good
Exemplary
Knowledge and understanding
Criteria
16.7%
16.7%
50.0%
16.7%
Pedagogy
83.3%
0.0%
16.7%
0.0%
Integrity
16.7%
33.3%
33.3%
16.7%
Balance
16.7%
83.3%
0.0%
0.0%
Scientific inquiry
16.7%
50.0%
16.7%
16.7%
Visual presentation
16.7%
33.3%
33.3%
16.7%
Climate change context
16.7%
66.7%
16.7%
0.0%
Representation of other complementary
50.0%
33.3%
0.0%
16.7%
100.0%
0.0%
0.0%
0.0%
technologies
Principles of sustainable development
Secondary School - Percentages
Education Material Resources (9)
Applicability of Education Materials
Not Met
Adequate
Good
Exemplary
Knowledge and understanding
Criteria
0.0%
44.4%
44.4%
11.1%
Pedagogy
55.6%
22.2%
22.2%
0.0%
Integrity
0.0%
33.3%
55.6%
11.1%
Balance
22.2%
66.7%
11.1%
0.0%
Scientific inquiry
11.1%
33.3%
33.3%
22.2%
Visual presentation
11.1%
44.4%
33.3%
11.1%
Climate change context
66.7%
22.2%
11.1%
0.0%
Representation of other complementary
77.8%
11.1%
0.0%
11.1%
77.8%
11.1%
11.1%
0.0%
technologies
Principles of sustainable development
Additional Sources - Percentages
Education Material Resources (30)
Applicability of Education Materials
Criteria
Not Met
Adequate
Good
Exemplary
Knowledge and understanding
10.0%
46.7%
43.3%
0.0%
Pedagogy
100.0%
0.0%
0.0%
0.0%
Integrity
20.0%
40.0%
40.0%
0.0%
Balance
23.3%
70.0%
6.7%
0.0%
Scientific inquiry
10.0%
83.3%
6.7%
0.0%
Visual presentation
30.0%
50.0%
20.0%
0.0%
Climate change context
46.7%
40.0%
13.3%
0.0%
Representation of other complementary
60.0%
33.3%
6.7%
0.0%
86.7%
6.7%
6.7%
0.0%
technologies
Principles of sustainable development
66