Exploring learning through energy dialogues in an informal learning centre

Abstract

Campaigns to educate people on how to use and manage energy responsibly are on the agenda of energy producers, Non-Governmental Organisations (NGO) and the government of South Africa. Until recently, publications on energy conservation programmes to inform these groups on best practice have been non-existent. This paper reports on an energy conservation programme, “Energy Dialogues” primarily aimed at offering information as well as influencing pro-environmental attitudes and consequently the behaviour of grade 11 learners in the Gauteng province of South Africa. The Energy Dialogues was conducted in a non-formal learning environment. Learners on the programme were challenged to propose various forms of ‘action taking’ to promote Energy Dialogues amongst their peers, in their school, at home, and in their community. Seven out of twenty schools met the challenge. The research project captured the social interaction among learners during the “Energy Dialogues” programme. A survey confirmed that learners still possess alternative ideas with regards to energy use and management after classroom instruction. While learners have significant knowledge of the causes and consequences of poor energy usage, this does not translate into change in behaviour. Creating an environment of group learning may influence the learners’ lifestyle choices. Learners are more inclined to align themselves with the values of a group. An active learning framework of the Energy Dialogues gave learners an opportunity to take personal responsibility for the environment. They redefined their culture, physically engaged in activity and spoke the language of the educator. While the learners’ visit to DEC was a one-time occurrence, and the findings cannot be generalised, this study may inform future longitudinal research which would offer information of the causal relationships of the components influencing sustainable practices.