Understanding sustainability and the circular economy through flipped classroom and challenge-based learning: an innovative experience in engineering education in Spain

Rodríguez-Chueca, Jorge; Molina-García, Agustín; García-Aranda, César; Pérez, J. L.; Rodríguez, Encarnación

doi:10.1080/13504622.2019.1705965

Cited by 51 publications

(29 citation statements)

References 20 publications

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“…The collection techniques with samples of 101 to 200 (4.1%) were fully made up of surveys aimed at students in primary school [68], high school [15] and at university [91].…”

Section: Rq12 Does the Information Collection Type Determine One Or Another Sample Size?mentioning

confidence: 99%

“…Research that used information collection techniques by surveys was found in practically all disciplines. In engineering and architecture, the research focused on the application and evaluation of active educational methodologies in STEM areas [61,91] such as the application of gaming [5] and the development of activities through project-based learning [62]. There was also research which promoted the proper judgement [14] of students in chemistry, and the development of appropriate communication actions in Life Cycle Assessment [65].…”

Section: Rq13 In What Disciplines Is More Than One Information Collection Technique Used?mentioning

confidence: 99%

“…Finally, surveys were used, aimed at engineering students [5,61] and consumers from small businesses [20]. The studies which used numerical primary data gathered information from surveys of teachers [13] and students at primary school [29,88], high school [14,15,19,68] and at university [62,91]. This data was also collected from surveys carried out on experts in bioenergy [66] and CE [65], and stakeholders and representatives of companies [64,67].…”

Section: Rq16 Is There a Relationship Between The Type Of Information Collection Technique And The Source Of Data Obtained?mentioning

confidence: 99%

“…In science, work was carried out on green and sustainable chemistry in education [103]. In engineering and architecture, it was sought how to promote environmental skills among students [91]. Comparative research encompassed by art and humanities focused on students' awareness of bioenergy [88].…”

Section: Rq22 Is There a Relationship Between The Nature Of Data And The Research Type And Objective?mentioning

confidence: 99%

“…Among the universes declared in analytical research were students from primary school and high school [15,29], university [5,14,84,91] and summer courses [103]. There were also broader universes made up by agents and stakeholders of the education sector [13,79,85].…”

Section: So3 Determine the Characteristics Of The Samples Used Rq31 What Type Of Research Declares The Study Universe?mentioning

confidence: 99%

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A Methodological Assessment Based on a Systematic Review of Circular Economy and Bioenergy Addressed by Education and Communication

2021

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The circular economy and bioenergy are essential strategies for combatting climate change. In the last 10 years, there has been an increase in research on this subject by different disciplines. Educational and communication approaches may prompt a change to make citizens agents of change in the environmental struggle. Therefore, evaluating their level of methodological formalisation allows the identification of characteristics of the research carried out, and to ascertain where academic studies in these disciplines are aimed. Through a systematic literature review (SLR) applying the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model, literature from 2009 to 2019 was identified on the Web of Science, Scopus and Google Scholar, using Publish or Perish software to obtain it. A qualitative and quantitative synthesis of the results was carried out, using cluster analysis and statistic percentages, and comparing column proportions. The analysis of the articles (n = 74) focused on collection techniques, data typology, characteristics of samples and analysis techniques, and showed that the majority were descriptive, oriented toward presenting proposals on educational intervention, with small samples and basic analytical techniques. Despite consistency in the corpus of the research, it is concluded that the studies had a low level of methodological formalisation, which indicates it they were generally related to exploratory research with limited scope, addressing a limited part of the object of study.

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“…The collection techniques with samples of 101 to 200 (4.1%) were fully made up of surveys aimed at students in primary school [68], high school [15] and at university [91].…”

Section: Rq12 Does the Information Collection Type Determine One Or Another Sample Size?mentioning

confidence: 99%

Section: Rq13 In What Disciplines Is More Than One Information Collection Technique Used?mentioning

confidence: 99%

Section: Rq16 Is There a Relationship Between The Type Of Information Collection Technique And The Source Of Data Obtained?mentioning

confidence: 99%

Section: Rq22 Is There a Relationship Between The Nature Of Data And The Research Type And Objective?mentioning

confidence: 99%

Section: So3 Determine the Characteristics Of The Samples Used Rq31 What Type Of Research Declares The Study Universe?mentioning

confidence: 99%

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A Methodological Assessment Based on a Systematic Review of Circular Economy and Bioenergy Addressed by Education and Communication

2021

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Challenge‐based learning implementation in engineering education: A systematic literature review

Doulougeri,

Vermunt,

Bombaerts

et al. 2024

J of Engineering Edu

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BackgroundChallenge‐based learning (CBL) is a pedagogical approach increasingly adopted in engineering education. Despite its growing practice, there is little consensus in the literature about how CBL is implemented in engineering curricula and what experiences teachers and students have in relation to it.PurposeTo address this gap, the following research questions guided the study: How is CBL currently implemented in engineering education? What difficulties and lessons learned are associated with the implementation of CBL?MethodsWe systematically reviewed the empirical literature published between 2010 and 2021. Forty‐eight empirical studies describing CBL implementation were analyzed using the curricular spider‐web framework.ResultsThe review shows the variation in CBL implementation at the course and project levels. CBL courses and projects shared the use of open‐ended, real‐world challenges as a starting point for student learning. However, they differed in the embeddedness of a challenge in specific courses and the focus of the learning, which ranged across knowledge acquisition, knowledge application, and development of transversal skills. CBL experiences also varied in terms of challenge characteristics, such as the link with global societal challenges, stakeholders' involvement, and multidisciplinarity. Similar difficulties and lessons learned were reported by teachers and students across the different examples of CBL implementation.ConclusionsCBL as a pedagogical approach in engineering education can promote student engagement with complex societal challenges within a real‐world context. However, there are limitations to the review and implications of the findings for educational research and practice.

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Sustainability in Engineering Education. Experiences of Educational Innovation

García-Aranda¹,

García²,

Rodríguez-Chueca³

2023

Handbook of Sustainability Science in the Future

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Understanding sustainability and the circular economy through flipped classroom and challenge-based learning: an innovative experience in engineering education in Spain

Cited by 51 publications

References 20 publications

A Methodological Assessment Based on a Systematic Review of Circular Economy and Bioenergy Addressed by Education and Communication

A Methodological Assessment Based on a Systematic Review of Circular Economy and Bioenergy Addressed by Education and Communication

Challenge‐based learning implementation in engineering education: A systematic literature review

Sustainability in Engineering Education. Experiences of Educational Innovation

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