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Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO 2 Concentration Controlled?

Author

Listed:
  • Roberto Araya

    (Centro de Investigación Avanzada en Educación, Instituto de Educación, Universidad de Chile, Santiago 8320000, Chile)

  • Pedro Collanqui

    (Ministerio de Educación del Perú, Lima 15021, Peru
    Facultad de Educación, Universidad Nacional Mayor de San Marcos, Lima 15081, Peru)

Abstract

Education is critical for improving energy efficiency and reducing CO 2 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 CO 2 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 CO 2 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.

Suggested Citation

  • Roberto Araya & Pedro Collanqui, 2021. "Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO 2 Concentration Controlled?," Sustainability, MDPI, vol. 13(3), pages 1-20, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:3:p:1584-:d:492026
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    References listed on IDEAS

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    1. Sideri Lefkeli & Evangelos Manolas & Konstantinos Ioannou & Georgios Tsantopoulos, 2018. "Socio-Cultural Impact of Energy Saving: Studying the Behaviour of Elementary School Students in Greece," Sustainability, MDPI, vol. 10(3), pages 1-14, March.
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    6. Araya, Roberto & Arias Ortiz, Elena & Bottan, Nicolas L. & Cristia, Julian P., 2019. "Does Gamification in Education Work?: Experimental Evidence from Chile," IDB Publications (Working Papers) 9697, Inter-American Development Bank.
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    1. Roberto Araya, 2023. "Connecting Classrooms with Online Interclass Tournaments: A Strategy to Imitate, Recombine and Innovate Teaching Practices," Sustainability, MDPI, vol. 15(10), pages 1-25, May.
    2. Giulia Grisolia & Umberto Lucia & Marco Filippo Torchio, 2022. "Sustainable Development and Workers Ability: Considerations on the Education Index in the Human Development Index," Sustainability, MDPI, vol. 14(14), pages 1-18, July.

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