Teaching sustainability: How to visualize and change CO2 emissions and corresponding habits?
[EN] Teaching sustainability presents challenges due to the inherent complexity and required behavioral change. A special pedagogical approach is needed. In this paper, we focus on the research question how students' awareness of sustainability issues can be improved significantly in a brie...
| Autores: | , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/172157 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/172157 |
| Access Level: | acceso abierto |
| Palabra clave: | Higher Education Learning Educational systems Teaching Sustainability CO2 emission reduction Discovery learning Visualization Sketchnoting |
| Sumario: | [EN] Teaching sustainability presents challenges due to the inherent complexity and required behavioral change. A special pedagogical approach is needed. In this paper, we focus on the research question how students' awareness of sustainability issues can be improved significantly in a brief workshop. The presented workshop let the students autonomously addressing problems and possible solutions in small groups – with no patented recipes given, nor any "finger-pointing" from the outside. The educational basis for this workshop is the concept of discovery learning in combination with sketchnoting. This is especially appropriate to present acquired knowledge in a compact and meaningful way, to show relationships and allow schemas to be developed by the participants. This paper also describes the workshop results from several executions and the lessons learned. |
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