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The use of system dynamics for energy and environmental education

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اقرأ أكثر حفظ في قائمتي
  • معلومة اضافية
    • بيانات النشر:
      Springer Open
    • الموضوع:
      2022
    • Collection:
      Universidade de Brasília: Repositório Institucional da UnB
    • الموضوع:
      1921-1997
    • نبذة مختصرة :
      The use of system dynamics as a learning tool for developing sustainable energy strategies and environmental education has advanced in recent years with the availability of new modelling software and webtools. Among the existing models, we highlight the online 2050 Calculators, which aim at simulating scenarios for greenhouse gas emissions, energy planning, sustainable land use, and food consumption. The objective of this study is to assess the available calculators and their contribution to an interdisciplinary education via systems thinking. We carried out a review of the existing models worldwide and ran some of the tools with students from three diferent postgraduate programmes at master’s level at Imperial College London (United Kingdom) and IFP School (France), whilst also assessing their individual views afterwards. The assessments were conducted once a year during three subsequent years: 2019, 2020, and 2021. The results are discussed under the epistemology of critical pedagogy, showing that the use of webtools, such as the 2050 Calculators, can signifcantly contribute to the students’ environmental awareness and political engagement, providing important lessons about the use of system dynamics for policy and science education.
    • File Description:
      application/pdf
    • Relation:
      STRAPASSON, Alexandre et al. The use of system dynamics for energy and environmental education. International Journal of Educational Technology in Higher Education, v. 19, art. n. 5, 2022. DOI: https://doi.org/10.1186/s41239-021-00309-3. Disponível em: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-021-00309-3. Acesso em: 06 abr. 2022.; https://repositorio.unb.br/handle/10482/43342; https://doi.org/10.1186/s41239-021-00309-3; https://orcid.org/ 0000-0003-4315-7334; https://orcid.org/ 0000-0003-4945-3169; https://orcid.org/ 0000-0002-1542-8144; https://orcid.org/ 0000-0002-0549-8149; https://orcid.org/ 0000-0001-8078-3065
    • الرقم المعرف:
      10.1186/s41239-021-00309-3
    • Rights:
      Acesso Aberto ; © The Author(s), 2022. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the mate‑ rial. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http:// creativecommons.org/licenses/by/4.0/.
    • الرقم المعرف:
      edsbas.6FAA4CEE