LA EDUCACIÓN ENERGÉTICA PARA EL DESARROLLO SOSTENIBLE, EN LAS CONDICIONES ACTUALES DEL PROCESO DE ENSEÑANZA-APRENDIZAJE DE LA FÍSICA

2017 ◽  
Vol 1 (1) ◽  
pp. 89-100
Author(s):  
Ernesto Ramón Ávila Guerra
Keyword(s):  
Sustainable Development ◽  
Educational System ◽  
Educational Practice ◽  
Local Scale ◽  
Human Species ◽  
The Sustainable Development ◽  
Energy Education ◽  
The Moment ◽  
Teaching Learning ◽  
Superior Level

THE ENERGY EDUCATION FOR THE SUSTAINABLE DEVELOPMENT, UNDER THE CURRENT CONDITIONS OF THE PROCESS OF TEACHING-LEARNING OF THE PHYSICS RESUMENActualmente se reconoce que las temáticas energéticas constituyen unas de las prioridades del sistema educativo cubano y que su vínculo con el abordaje ambiental asegura una visión más integral de los fenómenos, procesos y hechos que se revelan en la naturaleza. Por lo que se considera oportuno enriquecer los fundamentos teóricos y metodológicos que dan base al planteamiento de la educación energética para el desarrollo sostenible, como manifestación de un enfoque formativo para comprender mejor la dinámica entre los problemas energéticos que hoy existen a escala internacional y local con la supervivencia de la especie humana en el planeta Tierra. Ejemplificar desde el trabajo entre algunas asignaturas muestra la pertinencia y factibilidad del estudio realizado desde primaria hasta la culminación de la enseñanza de la Física en el nivel medio superior. Los resultados obtenidos en la práctica educativa confirman la importancia de la investigación y la vigencia del tratamiento energético como un concepto clave en el proceso de enseñanza-aprendizaje de la Física para la vida.PALABRAS CLAVE: Temáticas energéticas, educación energética, desarrollo sostenible, integración.ABSTRACTAt the moment it is recognized that the thematic energeticses constitute some of the priorities of the Cuban educational system and that its bond with the environmental boarding a more integral vision of the phenomena, processes and facts that are revealed in the nature assures. For what is considered opportune to enrich the theoretical and methodological foundations that give base to the position of the energy education for the sustainable development, as manifestation of a formative focus to understand the dynamics better among the energy problems that today exists to international and local scale with the survival of the human species in the planet Earth. To exemplify from the work among some subjects sample the relevancy and feasibility of the study carried out from primary until the culmination of the teaching of the Physics in the half superior level. The results obtained in the educational practice confirm the importance of the investigation and the validity of the energy treatment as a key concept in the process of teaching-learning of the Physics for the life.KEYWORDS: Thematic energy, energy education, sustainable development, integration.

scholarly journals An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2947 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
The Sustainable Development ◽  
Attitudes And Behaviors ◽  
Academic Courses ◽  
And Behaviors ◽  
Curricular Elements ◽  
Teaching Learning

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

scholarly journals Sustainable Environments in Education: Results on the Effects of the New Environments in Learning Processes of University Students

2020 ◽  
Vol 12 (7) ◽  
pp. 2668 ◽  
Author(s):  
Diego Galán-Casado ◽  
Alvaro Moraleda ◽  
María Luisa Martínez-Martí ◽  
Miguel Ángel Pérez-Nieto
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
University Students ◽  
Repeated Measures ◽  
Social Transformation ◽  
Ad Hoc ◽  
Learning Processes ◽  
The Sustainable Development ◽  
Development Goals ◽  
Teaching Learning

Within the framework of the Sustainable Development Goals, it is necessary to move towards quality education that promotes opportunities based on the principles of equity and equality. For this reason, the environment where the teaching–learning process occurs plays a fundamental role. Our research shows the results of the effects of the environment in the learning processes of university students (N = 33). Using a method of sampling experiences, the students assessed how the new environment learning (NEL) compared to the traditional classroom (TC) encouraged their attention, participation in class, creativity, curiosity, critical thinking, motivation to learn and mood (hedonic tone and activation level). In addition, the students assessed to what extent the class seemed visually appealing to them. The design was of repeated measures, so that the experiences of the same subjects in both classrooms were evaluated over a period of 53 days. Over this period of time, after finishing each of the classes selected for the study, the participants received a message on their mobile phones with a link to a short ad hoc questionnaire that evaluated their experience in relation to the learning environment of the classes they had just attended. In total, we recorded 359 responses in relation to the TC and 209 in relation to the NEL. The results show statistically significant differences in the degree of participation and visual appeal, with higher levels in the NEL. These elements are vital in achieving the education for sustainable development, oriented towards critical thinking, responsibility and social transformation.

MUNICIPAL CONCEPT OF URBAN DEVELOPMENT OF THE REGION

2020 ◽  
pp. 48-62
Author(s):  
Dmitriy Klimov ◽  
Sofia Feofanova
Keyword(s):  
Sustainable Development ◽  
Urban Development ◽  
Goal Setting ◽  
Scientific Literature ◽  
Public Private Partnership ◽  
Private Partnership ◽  
The Sustainable Development ◽  
Balanced Model ◽  
The Moment

The article is devoted to the sustainable development of municipality. To develop a long-term strategy for sustainable development, the authors use the methods of generalization of scientific literature and model-ing of a balanced system of elements of sustainable development and the subjects of goal-setting, the for-mation of the concept of a balanced model and forecasting its development. The authors reveal the ways of interaction of actors in the municipal formation. Particular attention is focused on the creation of successful public-private partnership and the strategic potential of the territory. The results indicators and methods of their determination for actors are considered. The authors give a description of economic, social and envi-ronmental instruments of sustainable development. On the basis of the accepted aspects of sustainable devel-opment and the selected factors, the municipal formation sustainability matrix was created. At the moment, the model of sustainable development of the state is defined as the most relevant.

Sustainable Development Goals Online (SDGO)

2020 ◽  
Vol 22 (1) ◽  
pp. 56-59
Author(s):  
Marisa Scigliano
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Teaching And Learning ◽  
Sustainable Development Goals ◽  
Journal Articles ◽  
The Sustainable Development ◽  
Color Wheel ◽  
Development Goals ◽  
Sustainability Practices ◽  
Teaching Learning

Sustainable Development Goals Online (SDGO) is a specialized Taylor & Francis collection curated from the publisher’s book chapters, journal articles complemented by teaching, and learning resources. A one-time purchase with annual updates, it was released in 2019 to meet identified needs to support teaching, learning, and research focusing on sustainability practices related to the 17 United Nations’ Sustainable Development Goals. It leverages the familiar icons and interactive color wheel developed by the United Nations for the promotion of the Sustainable Development Goals.

scholarly journals Using metaphors for addressing urban sustainability

2021 ◽  
Author(s):  
Pekka Halla ◽  
Romano Wyss ◽  
Aristide Athanassiadis ◽  
Guillaume Drevon ◽  
Michael U. Hensel ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Knowledge Creation ◽  
Urban Sustainability ◽  
Complex Task ◽  
The Sustainable Development ◽  
Know How ◽  
New Approaches ◽  
The Moment ◽  
Future Work ◽  
Forms Of Knowledge

Enhancing the sustainability of cities is a timely, complex task. It involves the challenge of identifying the concerns and goals of different stakeholders in an inclusive manner and bringing into dialogue the various forms of knowledge and know-how that can address these concerns. At the moment, the lack of suitable concepts and methods for taking on this challenge limits our ability to conceive appropriate measures for promoting the sustainable development of cities. We propose three theses outlining the value of metaphors in tackling the challenge, demonstrated through the analysis of three prominent urban metaphors, and as an outcome, suggest three avenues for future work. With our contribution, we wish to encourage the construction of new approaches to urban sustainability based on transdisciplinary knowledge creation and the inclusive acknowledgement of different sustainability requirements.

scholarly journals Elements of reflection on education for sustainable development 30 years from the Bruntland Report

2019 ◽  
Vol 17 (1) ◽  
pp. 5-17
Author(s):  
Joanna Kostecka ◽  
Maria Cyrankowska ◽  
Agnieszka Podolak ◽  
Brygida Kowalska
Keyword(s):  
Sustainable Development ◽  
Environmental Protection ◽  
21St Century ◽  
Negative Effects ◽  
Human Species ◽  
The Sustainable Development ◽  
University Of Technology ◽  
The Media ◽  
The University ◽  
Preliminary Consideration

The aim of the study was to learn about young people’s judgements on sustainable development and environmental protection depending on their school profile and education. The presentation of their opinions was considered important for assessing the state of sustainable development 30 years after the publication of the Bruntland Report. The perception of the phenomenon of “ecological violence” and the opinions regarding the directions of actions to combat it were also identified. In the authors’ opinion, this concept should be included in the ethical foundations of human behaviour in the 21st century. The research was conducted in 2017 with students of the Faculties of Biology and Agriculture and of Pedagogy at the University of Rzeszow and students of the Faculty of Management at the Rzeszow University of Technology. In order to achieve the study goals, a diagnostic survey using a questionnaire was used. The results indicate that education in sustainable development is not carried out equally in all university institutions. It is often underestimated, although the media clearly emphasise the need to solve current problems in such a way as to minimise the negative effects of sustainability-related decisions made on the economic, social and ecological dimensions of life. All these dimensions are equally important for the welfare of the human species. The results of the study may indicate the directions of activities necessary in education for the sustainable development in the 21st century. In search of effective educational and implementation activities for broadly defined sustainable development, it is also worth presenting, examining and refining the term “ecological violence”. This article touches on the above issue and is a preliminary consideration in this respect. The authors hope that it will lead them and potential readers to a deeper analysis of the possible meaning of the term “violence” also in relation to environmental resources. The presented research results are regarded as preliminary findings for a deeper analysis of this issue in the future.

scholarly journals A Case Study of ESD Implementation: Signs of Sustainable Leadership

2014 ◽  
Vol 5 (1) ◽  
pp. 38-48 ◽  
Author(s):  
Dzintra Iliško ◽  
Yelena Badyanova
Keyword(s):  
Sustainable Development ◽  
School Curriculum ◽  
Development Cooperation ◽  
Sustainable Leadership ◽  
Structured Interviews ◽  
Multiple Stakeholders ◽  
The Sustainable Development ◽  
Depth Study ◽  
Teaching Learning

Abstract This article presents a case study of two schools that were identified as a result of UNESCO associated schools survey as cases of sustainable leadership and governance. The aim of the study is to present the two cases that were crystalized in the survey carried out at end of the United Nationsí Decade of Education for Sustainable Development (2005-2014). Prior to the in-depth study of two schools, the authors have carried out a survey of the heads and deputy heads of 26 UNSECO associated schools in Latvia on how schools are succeeding in improving educational outcomes, school development, cooperation with multiple stakeholders, and innovation. The authors have carried out semi structured interviews with the heads and deputy heads of two schools on the following questions: How has ESD updated and improved educational purposes and outcomes in your school? Does ESD improve test scores and/or achieve other desired outcomes? How does ESD help to improve and enrich school curriculum development in your school? How does ESD guide students to have the knowledge, skills and values to care for and solve the sustainable development issues that arise in your school? How does ESD help to strengthen the partnerships between schools and other stakeholders, including the surrounding community? How does ESD promote innovation in the teaching-learning conceptual framework?

scholarly journals PRACTICE-ORIENTED EDUCATIONAL PROGRAM OF ACTIVITIES OF THE CHILDREN ENVIRONMENTAL ASSOCIATION AS A TOOL TO FORM THE SEVENTH AND EIGHTH-GRADERS’ ENVIRONMENTAL RESPONSIBILITY

2019 ◽  
Vol 30 (1) ◽  
Author(s):  
Anna A. Loshchilova
Keyword(s):  
Sustainable Development ◽  
Program Implementation ◽  
Informal Education ◽  
Educational Practice ◽  
Eighth Graders ◽  
Empirical Method ◽  
Environmental Responsibility ◽  
The Sustainable Development ◽  
Environmental Association ◽  
Additional Education

The Article covers the problem of forming form the seventh and eighth-graders’ environmental responsibility in additional (informal education), which is caused by focus of the modern education on forming  the environment-orientated moral personality qualities, which can assure the switching of the society over to the sustainable development; by significant possibilities of the children environmental associations in developing the  environmental responsibility, and the lack of scientifically substantiated, approbated practice-oriented programs favoring the solution to this problem. The article is aimed at substantiating the specificity of a goal, content-related, procedural and technological components of the program of activities of the children environmental association “My environmental responsibility: to the co-creation with the nature”; opening of the pedagogical раскрытие педагогического tools of diagnostics of its efficiency, presentation of results of the program implementation in the educational practice.   As the leading theoretical methods, simulation and designing were used, which make it possible to develop the key structural components of the program.     The basic empirical method of the research is a pedagogical experiment, during which the program efficiency was diagnosed in terms of criteria and indicators of maturity of the environmental responsibility components with 210 members of the children environmental associations at the age from 11 to 14 years old.    The article considers the theoretical and methodological basis of the program, which includes the ideas of ecohumanism, coevolution and sustainable development; an axiological, personal-activity and ecopsychological approaches, which provide for an organization of the developing ecology-оriented educational environment of the children association as a tool of  forming the environmental responsibility. The article presents the program content, which consists of two components (external and internal components), discusses the succession of forming the environmental responsibility, which includes four stages and substantiates a technology of forming the environmental responsibility in the children association, which is presented by a system of environmentally responsible businesses. The article materials are of practical value to school teachers, additional education teachers, students of pedagogical specialties and advisers of children environmental associations.  

scholarly journals A new revolution: Data revolution (the first steps of Moldova)

2018 ◽  
Vol 325 ◽  
pp. 43-54
Author(s):  
Igor Cojocaru ◽  
Ion Cosuleanu ◽  
Anastasia Stefanita ◽  
Irina Cojocaru ◽  
Costel Todor
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Quality Data ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Development Agenda ◽  
Ict Tools ◽  
Development Goals ◽  
Global Initiative ◽  
The Moment

The new Agenda 2030 for sustainable development universally adopted by the UN in 2015 with the 17 Sustainable Development Goals (SDGs) aims to fight poverty, inequality and climate change. It requires collective action at all levels, more evidence-based development policy-making, better availability of quality data and statistics, and strengthened accountability of development stakeholders, requiring in other words a “Data Revolution for Sustainable Development”. At the moment, Republic of Moldova is in process of nationalizing the SDGs with the support of UNDP. Since data revolution represents the process of monitoring the progress and response to SDG challenges, Moldova was part of a global initiative undertaken in 7 different countries, for mapping and inventory of the data system in each country, required for measuring the sustainable development progress. Its overall objective was to assess the availability of data and institutional modernization capacity needed to implement the post-2015 development agenda. The paper presents the steps undertaken in Moldova for mapping the situation for future localization/adaptation of SDGs to ensure their monitoring in order to achieve the post-2015 Agenda using ICT tools.

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