When conversations about energy transitions happen in classrooms, they often come packaged in complex policy terms or far-away examples. But what if those conversations started with the voices of teachers and students in rural Maine?
Design-forward inquiry
This effort wasn’t just built for teachers and students—it was built with them. The Rural Energy Future Design Team brings together two middle school teachers, two students, two energy professionals, and a data scientist to help guide the tools and activities for an upcoming 8th-grade math classroom experience focused on energy transitions and data analysis. Several key takeaways emerged through these activities.
Takeaway 1: Local relevance situates learning
One of the clearest takeaways from this work has been the importance of starting with what matters locally. Teachers and students pointed out that energy topics feel more meaningful when tied to issues in their own towns—whether it’s a new solar farm, biomass heating in schools, or electric school buses on local routes. By grounding learning in these familiar contexts, students are more likely to see how energy decisions shape their communities and futures.
Takeaway 2: New approaches can complement familiar ones
Another critical insight came from conversations about classroom realities. Teachers on the Design Team emphasized the need for flexibility in tools and resources, knowing that no two classrooms—or communities—are the same. They advocated for using familiar platforms, where possible, and integrating new tools in ways that feel manageable. This feedback led the team to consider how data tools like CODAP could be layered into existing classroom practices rather than replacing them entirely.
Takeaway 3: Engagement begins with intrinsic motivation
Students, meanwhile, brought an essential perspective about choice and ownership. They spoke about the importance of being able to explore issues they care about, not just what adults think is important. Their voices helped shape ideas for how students might select topics and data sets for classroom projects, balancing autonomy with structure to support both curiosity and classroom flow.
Takeaway 4: Context is key
Perhaps most importantly, this work reinforced the idea that conversations about energy—and any community-connected issue—require thoughtful facilitation. The Design Team developed conversation agreements and activities to help teachers navigate discussions that might include diverse, and sometimes conflicting, community perspectives.
For teachers across Maine, the work of the REF Design Team offers a simple but powerful reminder: meaningful, relevant STEM learning starts by listening to students, honoring local contexts, and building tools that fit real classroom needs. When teachers and students help shape what learning looks like, the results aren’t just better lessons—they’re stronger, more connected communities.
