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Open AccessArticle

Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme

Departamento de Didáctica de las Ciencias Experimentales y Matemáticas, Universidad de Extremadura, 10004 Cáceres, Spain
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Sustainability 2019, 11(11), 3079; https://doi.org/10.3390/su11113079
Received: 29 April 2019 / Revised: 26 May 2019 / Accepted: 29 May 2019 / Published: 31 May 2019
(This article belongs to the Special Issue Technology & Engineering Education )
Selecting and ordering components for sustainable science education is a critical issue, which is presently obtaining increased attention because of being at an early stage and scarce application in higher education. Though the flipped e-learning scheme is one of the novel information and communication technologies (ICTs), it can be of great relevance in a long-term learning program for various sustainable science education criteria. This research presents an approach to identify and analyze elements for science education for sustainable development with multi-criteria decision analysis-fuzzy decision-making trial and evaluation laboratory (MCDA-FDEMATEL) method by flipped e-learning system. With the method proposed, the main elements are collected as science-education, sustainable-development, technology-infrastructure and flipped-e-learning elements. The final results’ analyses with sixteen sub-elements are assessed with weighted linear combination (WLC) and sensitivity-analysis (I to VI implementations) in the context of the MCDA-FDEMATEL method. The most important element and sub-element for science education for sustainable development through flipped e-learning teaching are sustainable-development (as an element), VI implementation with 0.540 weight, and environmental contents (as a sub-element) with 0.570 weight. Consequently, this proposed approach could be used in different studies to validate the most important aspects of science education for sustainable development through flipped e-learning teaching elements and sub-elements with equivalent and comparable education settings. View Full-Text
Keywords: sustainability; science education; flipped classroom; MCDA-FDEMATEL; e-learning program; sensitivity-analysis sustainability; science education; flipped classroom; MCDA-FDEMATEL; e-learning program; sensitivity-analysis
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MDPI and ACS Style

Jeong, J.S.; González-Gómez, D.; Cañada-Cañada, F. Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme. Sustainability 2019, 11, 3079. https://doi.org/10.3390/su11113079

AMA Style

Jeong JS, González-Gómez D, Cañada-Cañada F. Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme. Sustainability. 2019; 11(11):3079. https://doi.org/10.3390/su11113079

Chicago/Turabian Style

Jeong, Jin S.; González-Gómez, David; Cañada-Cañada, Florentina. 2019. "Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme" Sustainability 11, no. 11: 3079. https://doi.org/10.3390/su11113079

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