Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled?

Abstract

Education 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.

A systematic review on trends in using Moodle for teaching and learning

“…Many educational institutions have effectively used LMSs and continue to research the effectiveness of using various types of LMSs. Recent studies focussing on STEM education suggest that various LMSs and associated tools increase student engagement, motivation, collaboration (Araya & Collanqui, 2021 ; Campbell et al, 2020 ; Hwang, 2020 ; Jones et al, 2021 ), performance, retention, and critical thinking (Alkholy et al, 2015 ; Ardianti et al, 2020 ; Bernacki et al, 2020 ; Cadaret & Yates, 2018 ; Hempel et al, 2020 ; Oguguo et al, 2021 ). In addition, LMSs allow STEM educators to track learning outcomes, predict achievements (for early detection of students at risk), and then use the identified information to adapt and modify teaching practices (Dominguez et al, 2016 ; Hempel et al, 2020 ; Price et al, 2021 ; Sergis et al, 2017 ; Zakaria et al, 2019 ; Zheng et al, 2019 ).…”

“…Many educational institutions have effectively used LMSs and continue to research the effectiveness of using various types of LMSs. Recent studies focussing on STEM education suggest that various LMSs and Page 2 of 24 Gamage et al International Journal of STEM Education (2022) 9:9 associated tools increase student engagement, motivation, collaboration (Araya & Collanqui, 2021;Campbell et al, 2020;Hwang, 2020;Jones et al, 2021), performance, retention, and critical thinking (Alkholy et al, 2015;Ardianti et al, 2020;Bernacki et al, 2020;Cadaret & Yates, 2018;Hempel et al, 2020;Oguguo et al, 2021).…”

Revealed Preferences of Fourth Graders When Requesting Face-to-Face Help While Doing Math Exercises Online

“…It used third-party standardized tests and was implemented during a period of significant social turmoil [36]. Several other interventions to enrich the math and STEM lessons have been implemented with ConectaIdeas [37,38] with positive results.…”

“…The other RCT third-party standardized tests and was implemented turmoil [36]. Several other interventions to enrich the implemented with ConectaIdeas [37,38] with positive In ConectaIdeas, the teacher selects from a list of exercises, as well as open-ended questions. A mix of the session.…”

Revealed Preferences of Fourth Graders When Requesting Face-to-Face Help While Doing Math Exercises Online

“…It used third-party standardized tests and was implemented during a period of significant social turmoil [35]. Several other interventions to enrich the math and STEM lessons have been implemented with ConectaIdeas [36,37] with positive results.…”