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dc.publisher.countryCHes
dc.contributor.authorAraya, Robertoes
dc.contributor.authorCollanqui, Pedroes
dc.date.accessioned2025-07-08T16:37:14Zes
dc.date.available2025-07-08T16:37:14Zes
dc.date.issued2021es
dc.identifier.urihttps://hdl.handle.net/20.500.12799/11553es
dc.description.abstractEducation is critical for improving energy efficiency and reducing CO2 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 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) 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 CO2 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.es
dc.description.sponsorshipurn:issn: 20711050es
dc.formatapplication/pdfes
dc.language.isoenges
dc.publisherMDPIes
dc.relation.ispartofSustainabilityes
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/es
dc.subjectEducación ambientales
dc.subjectEnergía sosteniblees
dc.subjectContaminaciónes
dc.subjectContaminantes atmosféricoses
dc.subjectCienciaes
dc.subjectTecnologíaes
dc.subjectMatemáticases
dc.subjectEnseñanza de las matemáticases
dc.subjectDesarrollo sosteniblees
dc.subjectEducación secundariaes
dc.subjectChilees
dc.subjectPerúes
dc.titleAre Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled?es
dc.typeinfo:eu-repo/semantics/articlees
dc.identifier.doihttps://doi.org/10.3390/su13031584es
dc.type.versioninfo:eu-repo/semantics/publishedVersiones
dc.subject.ocdehttp://purl.org/pe-repo/ocde/ford#5.03.01es


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