Sustainability and Science Learning: Perceptions from 8th Grade Students Involved with a Role Playing Activity

Autor/inn/en	Freire, Sofia; Baptista, Mónica; Freire, Ana
Titel	Sustainability and Science Learning: Perceptions from 8th Grade Students Involved with a Role Playing Activity
Quelle	In: Universal Journal of Educational Research, 4 (2016) 8, S.1757-1763 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Grade 8; Sustainability; Science Education; Role Playing; Science Activities; Facilities; Nuclear Energy; Relevance (Education); Scientific Concepts; Physics; Chemistry; Middle School Students; Data Analysis; Student Attitudes; Focus Groups; Qualitative Research; Decision Making; Science Process Skills; Social Action; Interviews; Portugal + Suchen Sie Ihr Suchwort? Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Nachhaltigkeit; Naturwissenschaftliche Bildung; Rollenspiel; Atomenergie; Kernenergie; Relevance; Relevanz; Physik; Chemie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Auswertung; Schülerverhalten; Qualitative Forschung; Decision-making; Entscheidungsfindung; Soziales Handeln; Interviewing; Interviewtechnik
Abstract	Raising awareness about sustainability is an urgent need and as such education for sustainability has gained relevancy for the last decades. It is acknowledged that science education can work as an important context for educating for sustainability. The goal of the present paper is to describe a role-playing activity about the construction of a nuclear power plant and to know how it affected students' perceptions concerning sustainability, their degree of involvement and the type of competencies manifested while involved in the activity. This is qualitative study, adopting an interpretative orientation. Participants were 39 students from 8th grade of elementary education (average age 13 years old). We collected and analyzed students' written documents and focus group interview after the activity was over. Data analysis was inductive. This study shows the importance of bridging science and sustainable education. The role-playing activity made the theme relevant for the students, and they were engaged with searching relevant information, thinking about it, and ways to present and to support their position. By proceeding this way, students became implicated with the theme under discussion and learnt about the curricular topic energy. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01