Renewable Energy Education from the Science, Technology and Society (CTS) Approach
Abstract
The objective of this research project is to formulate a renewable energy education program for high school students of the Emilio Cifuentes Municipal Educational Institution from the CTS Approach; through a methodology applied with a mixed design. The theoretical review on the role of the teacher in renewable energy education is presented as results of the diagnostic phase. It concludes about the need to introduce topics related to renewable energy sources in the initial and continuous teacher training programs, since it is the teachers who with their teaching will be able to promote a trained and educated workforce, as well as raise awareness in the world population on the benefits of this technology.
Keywords
CTS approach, renewable energy education, teacher training
References
Acevedo, J. A. (1997). Ciencia, Tecnología y Sociedad (CTS) un enfoque innovador para la enseñanza de las ciencias. Revista de educación de la Universidad de Granada, 10, 269-275
Acevedo Romero, P., & Acevedo Díaz, J. A. (2009). Proyectos y materiales curriculares para la educación CTS: enfoques, estructuras, contenidos y ejemplos. Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura. http://www.oei.es/salactsi/acevedo19.htm
Aikenhead, G. S. (1994). What is STS science teaching? En: J. Solomon y G. Aikenhead (eds.), STS education: International perspectives on reform, New York, Teachers College Press, 47-59
Aragón-Núñez, L., Jiménez-Tenorio, N., Oliva-Martínez, J. M., & Aragón-Méndez, M. del M. (2018). La modelización en la enseñanza de las ciencias: criterios de demarcación y estudio de caso. Revista Científica, 2(32), 193-206. https://doi.org/10.14483/23448350.12972
Ballesteros-Ballesteros, V. A. (2019). La educación en energías renovables como alternativa de promoción del compromiso público ascendente entre los Indígenas Wayuu en la Alta Guajira. Revista Científica, 2019 (ESP), 388-397
Ballesteros Ballesteros, V., & Gallego-Torres, A. P. (2019a). La educación en energías renovables desde las controversias socio-científicas en la educación en ciencias. Revista Científica, 2(35), 192-200. https://doi.org/10.14483/23448350.14869
Ballesteros-Ballesteros, V., & Gallego-Torres, A. P. (2019b). Model of Education in Renewable Energies from the Public Engagement and the Energetic Attitude. Revista Facultad de Ingeniería, 28(52), 27-42. https://doi.org/10.19053/01211129.v28.n52.2019.9652
Berkovski, B., & Gottschalk, C. M. (1997). Strengthening Human Resources for new and Renewable Energy Technologies of the 21 Century. Renewable Energy, 10 (2-3), 441-450. https://doi.org/10.1016/0960-1481(96)00103-6
Broman, L. (1994). On the didactics of renewable energy education-drawing on twenty years’ experience. Renewable Energy, 5 (5-8), 1398-1405. https://doi.org/10.1016/0960-1481(94)90179-1
Capote, E., Rizo, N., & Bravo, G. (2016). La formación de ingenieros en la actualidad. Una explicación necesaria. Revista Universidad y Sociedad, 8(1), 21-28
Carroll, T. (2000). Developing Partnerships: Teacher Beliefs and Practices and the STS Classroom. Institute of Education Sciences
Ciriminna, R., Meneguzzo, F., Pecoraino, M., & Pagliaro, M. (2016). Rethinking solar energy education on the dawn of the solar economy. Renewable and Sustainable Energy Reviews, 63, 13-18. https://doi.org/10.1016/j.rser.2016.05.008
Çoker, B., Çatlhoglu, H., & Birgin, O. (2010). Conceptions of students about renewable energy sources: a need to teach based on contextual approaches. Procedia Social and Behavioral Sciences, 2 (2), 1488-1492. https://doi.org/10.1016/j.sbspro.2010.03.223
Gallego- Badillo, R., Pérez- Miranda, R., Gallego-Torres, A. P., & Guzmán, D. B. (2020). Research on Colombian Science Teachers’ Education: A Review. Science Education Research in Latin America, Brill, 207-226. https://doi.org/10.1163/9789004409088_009
Gutiérrez-Sabogal, L. H. (2016). Problemática de la educación ambiental en las instituciones educativas. Revista Científica, 3(23), 57-76. https://doi.org/10.14483/udistrital.jour.RC.2015.23.a5
Guven, G., & Sulun, Y. (2017). Pre-service teachers' knowledge and awareness about renewable energy. Renewable and Sustainable Energy Reviews, 80, 663-668. https://doi.org/10.1016/j.rser.2017.05.286
Islam, M., & Amin, M. R. (2012). Renewable-energy education for mechanical engineering undergraduate students. International Journal of Mechanical Engineering Education, 40(3), 207-219. https://doi.org/10.7227/ijmee.40.3.5
Jaber, J. O., Awad, W., Rahmeh, T. A., Alawin, A. A., Al-Lubani, S., & Dalu, S. A. (2017). Renewable energy education in faculties of engineering in Jordan: Relationship between demographics and level of knowledge of senior students. Renewable and Sustainable Energy Reviews, 73, 452-459. https://doi.org/10.1016/j.rser.2017.01.141
Jennings, P. (2009). New directions in renewable energy education. Renewable Energy, 34 (2), 435-439. https://doi.org/10.1016/j.renene.2008.05.005
Jennings, P., & Lund, C. (2001). Renewable energy education for sustainable development. Renewable Energy, 22 (1-3), 113-118. https://doi.org/10.1016/s0960-1481(00)00028-8
Kandpal, T. C., & Broman, L. (2014). Renewable energy education: A global status review. Renewable and Sustainable Energy Reviews, 34, 300-324. https://doi.org/10.1016/j.rser.2014.02.039
Karabulut, A., Gedik, E., Keçebas, A., & Alkan, M. A. (2011). An investigation on renewable energy education at the university level in Turkey. Renewable Energy, 36 (4), 1293-1297. https://doi.org/10.1016/j.renene.2010.10.006
Karatepe, Y., Nes, S. V., Keçebas, A., & Yumurtacı, M. (2012). The levels of awareness about the renewable energy sources of university students in Turkey. Renewable Energy, 44, 174-179. https://doi.org/10.1016/j.renene.2012.01.099
Mishra, S. (2016). Renewable Energy Awareness and Education in India. Current Sustainable/Renewable Energy Reports, 3, 72-79. https://doi.org/10.1007/s40518-016-0055-z
Ocetkiewicza, I., Tomaszewskab, B., & Mróz, A. (2017). Renewable energy in education for sustainable development. The Polish experience. Renewable and Sustainable Energy Reviews, 80, 92-97. https://doi.org/10.1016/j.rser.2017.05.144
Ortega-Quevedo, V., & Gil-Puente, C. (2019). La Naturaleza de la Ciencia y la Tecnología. Una experiencia para desarrollar el Pensamiento Crítico. Revista Científica, 2(35), 167-182. https://doi.org/10.14483/23448350.14095
Othman, M. Y., & Sopian, K. (1999). Renewable Energy Education for Asean. Renewable Energy, 16(1-4), 1225-1230. https://doi.org/10.1016/s0960-1481(98)00492-3
Prieto, T., España, E., & Martín, C. (2012). Algunas cuestiones relevantes en la enseñanza de las ciencias desde una perspectiva Ciencia-Tecnología-Sociedad. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 9(1), 71-77. https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2012.v9.i1.05
Solbes-Matarredona, J., & Torres-Merchán, N. Y. (2015). Alternativas para reflexionar aspectos críticos de la ciencia en el aula. Revista Científica, 2(22), 31-44. https://doi.org/10.14483/10.14483/udistrital.jour.RC.2015.22.a3
Stone, C. (2011). Renewable Energy Education at the Colorado School of Mines: A Survey of Development. En 41st ASEE/IEEE Frontiers in Education Conference, S2H-1-S2H-7. https://doi.org/10.1109/FIE.2011.6143093
Thomas, C., Jennings, P., & Lloyd, B. (2008). Issues in Renewable Energy Education. Australian Journal of Environmental Education, 24, 67-72
Vilches, A. (1994). La introducción de las interacciones ciencia, técnica y sociedad (CTS). Revista Aula de Innovación Educativa, 27, 1-6