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Article

Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled?

1
Centro de Investigación Avanzada en Educación, Instituto de Educación, Universidad de Chile, Santiago 8320000, Chile
2
Ministerio de Educación del Perú, Lima 15021, Peru
3
Facultad de Educación, Universidad Nacional Mayor de San Marcos, Lima 15081, Peru
*
Author to whom correspondence should be addressed.
Academic Editor: Pedro Guilherme Rocha dos Reis
Sustainability 2021, 13(3), 1584; https://doi.org/10.3390/su13031584
Received: 28 December 2020 / Revised: 28 January 2021 / Accepted: 29 January 2021 / Published: 2 February 2021
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. View Full-Text
Keywords: STEM education; energy efficiency; CO2 emissions; APEC databases; cross-border classes; sustainable development STEM education; energy efficiency; CO2 emissions; APEC databases; cross-border classes; sustainable development
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MDPI and ACS Style

Araya, R.; Collanqui, P. Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled? Sustainability 2021, 13, 1584. https://doi.org/10.3390/su13031584

AMA Style

Araya R, Collanqui P. Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled? Sustainability. 2021; 13(3):1584. https://doi.org/10.3390/su13031584

Chicago/Turabian Style

Araya, Roberto, and Pedro Collanqui. 2021. "Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled?" Sustainability 13, no. 3: 1584. https://doi.org/10.3390/su13031584

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