Using Geographical Information Systems (GIS) to Foster Youth Learning in Photovoltaics

This paper explores the use of geographic information systems (GIS) tools to engage middle and high school youth in learning about photovoltaics and energy transitions in their communities. We argue that engagement in MapStorytelling related to the use of photovoltaics in students' own communities fosters place-based and consequential learning. This paper describes two illustrative examples, one in a high school geography classroom, the other in a middle school informal solar energy engineering program. Building on such exemplars, we imagine how GIS learning activities might be expanded in future iterations in order to promote students' preparedness to participate in and contribute to a high-energy photovoltaic future.