Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Early Education on Energy Efficiency for Socioeconomic Development While Keeping CO₂ Concentration Controlled

Version 1 : Received: 28 December 2020 / Approved: 30 December 2020 / Online: 30 December 2020 (14:37:12 CET)

A peer-reviewed article of this Preprint also exists.

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. 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.

Journal reference: Sustainability 2021, 13, 1584
DOI: 10.3390/su13031584

Abstract

Early education is critical for improving energy efficiency. The purpose of this study is to explore the feasibility of Interactive Cross-Border Classes to increase awareness of energy efficiency among middle school students. We designed and tested an Interactive Cross-Border class between Chilean and Peruvian 8th-grade classes. The classes were synchronously connected and all students answered open-ended questions on an online platform. Some of the questions were designed to check conceptual understanding while 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) 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 classes are a feasible educational alternative, with potential as a scalable public policy strategy for improving awareness of energy efficiency among the population.

Subject Areas

STEM Education; Energy Efficiency; CO₂ Emissions; APEC databases; Cross-Border classes; Sustainable Development

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