Cross-border Statistical Education using APEC Energy Data in Korea (and Vietnam)

EUN KYEONG JEONG, MIN-SHIK CHO, HEE-CHAN LEW

FEB. 8, 2018APEC-TSUKUBA, TOKYO

LessonOverview§ 6(highachieved)9th gradersintwogroupswith3studentseach§ Twoperiodswithtwoclasshourseach§ Firstperiod:§ Statisticalanalysisonthetrendofenergyproduction,supply,and

consumptioninKorea,USA,Vietnam,AustraliawithAPECenergydatabaseof1980-2015.

§ Secondperiod:§ Makinga statisticalposteronthedirectionoffutureenergy

developmentinthe4countries basedonstatisticalanalysis.

Firstperiodlessonobjectives§ Studentsperformstatisticalanalysiswithappropriatecomputerprogramsonproduction,supply,andconsumptiontrendoftwokindsofenergysources:

§ unrenewableenergysources§ new&renewableenergysources§ Studentsfindprosandconsofeachenergysources

Energysources§ Unrenewableenergysources:petroleum(oil),naturalgas,coal,

andnuclearpower§ New&Renewableenergysources:solarthermalpower,wind

power,hydraulicpower,geothermalpower,andbiomass

Introduction§ Providebasicinformationabouteachenergysourcethroughwatchingananimationonthefollowingwebsite

§ Sources:KoreaEnergyEconomicsInstitute(KEEI)http://www.keei.re.kr/keei/kidspage/es12.html

Data§ APECEnergydatabase,1980-2015http://www.egeda.ewg.apec.org/egeda/database_info/annual_data.html

§ AftersearchingEnergyBalanceTableofKorea,USA,Vietnam,Australia,studentsjustanalyze 3itemsofproduction,supply,andconsumptionoftheenergyduringacertainperiodandofaspecificyear

Tasks§ Studentsrepresentstatisticallycertain trendsontheproduction,supply,andconsumptionofeachenergysourceinthe4countriesfrom1980to2015usingdiversegraphsmadewithcomputersoftware(EXCEL).

§ Basedonthepreviousresults,studentsinterpretthetrendsofeachenergytype

§ Explain someimportantorsomepeculiarpointsonthegraphstudentsmadeanddiscuss withtheircolleagues.

Reflectiononthefirstlesson§ StudentsfillStudentswritedownwhattheylearnedandfeltwhileanalyzingandinterpretingthestatisticaldataontheself-evaluationpaper.

§ Onestudent:Inthisclass,wecansimplify verycomplexdatausingatable,thendisplaythetableusinggraphs,find thetrendinthechangeonthegraphs,andrelate themwithsocialphenomenawithhelpofteachersandpredict thefutureofthesociety.Ilearnedthatstatisticsweusedinthisclassunlikethe statisticswelearnedfromthetextbookisaninterestingandpracticalsubject.

Korea:Totalenergyconsumption1980-2015

Korea:EnergyImportamount

Vietnam

Vietnam

USA

USA

USA

Australia

Australia

Secondperiodlessonobjectives§ Studentsmakesastatisticalposterof

futureenergydevelopmentbasedontheresultsofthepreviousactivities.

Introduction§ Somevideo-clipsoffutureenergydevelopmentaldirectionofenergyproductionofsomecountries§ Germany(Transformationpolicyofnuclearenergytonew&

renewableenergy)https://youtu.be/UGm4RVxOhsg§ Japan(Adisputeonnuclearpower)

https://youtu.be/yxOPAYO2STY§ France(anti-nuclearpower)https://youtu.be/-UvIvvn0pzI§ Korea(Adisputeonnuclearpower)

https://youtu.be/jwvbmim9Vu0§ Vietnam(Plantobuild4newnuclearpowerplants)

https://youtu.be/ndshv8e3CYk

Tasks§ StudentsdiscussabouttheappropriatedevelopmentaldirectionforthefutureenergyinKoreaandVietnambyconsideringthefollowingfactors:statisticaldataonenergyconsuming,responsibilityforclimatechangeandthecost.

Tasks§ Makingstatisticalposterswhichincludesfollowingsitems:§ Topic§ Methodologyandfindings§ Result:Visualizationandinterpretationonthedatausinggraphs

§ Summary,conclusionandreflection

EconomicalaspectofNuclearPower

Renewableenergyforthenextgeneration

ThedirectionofVietnam?

Reflection§ StudentsfillStudentswritedownwhattheylearnedandfeltwhilemakingstatisticalpostersonself-evaluationpaper.

§ Onestudent:wecanpredictthefutureusinggraphsandsuggestpolicychangebasedontheadvancedcountrydata.Statisticsseemstobeveryenjoyableandproductive.

Thenextmovement§ Wewilldoagainexperiment withordinarystudentsandteacher’sactiveengagementaboutsocialphenomenarelatedwithenergyproduction,supplyandconsumptionduringthediscussionamongstudents

§ ChiThanhwilldosimilarlessonstudyinVietnam§ Wewillcompiledatafromlessonstudyofbothcountries§ Thenwewillmakeapaper foronechaptersoon.