Are cross-border classes feasible for students to collaborate in the analysis of energy efficiency strategies for socioeconomic development while keeping CO2 concentration controlled?
Author
dc.contributor.author
Araya Schulz, Roberto
Author
dc.contributor.author
Collanqui, Pedro
Admission date
dc.date.accessioned
2021-10-26T21:19:24Z
Available date
dc.date.available
2021-10-26T21:19:24Z
Publication date
dc.date.issued
2021
Cita de ítem
dc.identifier.citation
Sustainability 2021, 13, 1584
es_ES
Identifier
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10.3390/su13031584
Identifier
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https://repositorio.uchile.cl/handle/2250/182424
Abstract
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Education is critical for improving energy efficiency and reducing CO2 concentration, but
collaboration between countries is also critical. It is a global problem in which we cannot isolate
ourselves. Our students must learn to collaborate in seeking solutions together with others from
other countries. Thus, the research question of this study is whether interactive cross-border science
classes with energy experiments are feasible and can increase awareness of energy efficiency among
middle school students. We designed and tested an interactive cross-border class between Chilean
and Peruvian eighth-grade classes. The classes were synchronously connected and all students did
experiments and answered open-ended questions on an online platform. Some of the questions
were designed to check conceptual understanding whereas others asked for suggestions of how
to develop their economies while keeping CO2 air concentration at acceptable levels. In real time,
the teacher reviewed the students’ written answers and the concept maps that were automatically
generated based on their responses. Students peer-reviewed their classmates’ suggestions. This is
part of an Asia-Pacific Economic Cooperation (APEC) Science Technology Engineering Mathematics
(STEM) education project on energy efficiency using APEC databases. We found high levels of
student engagement, where students discussed not only the cross-cutting nature of energy, but
also its relation to socioeconomic development and CO2 emissions, and the need to work together
to improve energy efficiency. In conclusion, interactive cross-border science classes are a feasible
educational alternative, with potential as a scalable public policy strategy for improving awareness
of energy efficiency among the population.
es_ES
Patrocinador
dc.description.sponsorship
Chilean National Agency for Research and Development (ANID) FB0003
es_ES
Lenguage
dc.language.iso
en
es_ES
Publisher
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MDPI
es_ES
Type of license
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Attribution-NonCommercial-NoDerivs 3.0 United States
Are cross-border classes feasible for students to collaborate in the analysis of energy efficiency strategies for socioeconomic development while keeping CO2 concentration controlled?