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Sustainability and Science Learning: Perceptions from 8th Grade Students Involved with a Role Playing Activity
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Orientador(es)
Resumo(s)
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.
Descrição
Palavras-chave
Role-playing Science education Education for sustainability
Contexto Educativo
Citação
Freire, S., Baptista, M., & Freire, A. (2016). Sustainability and science learning: Perceptions from 8th grade students involved with a role playing activity. Universal Journal of Educational Research, 4(8), 1757-1763. https://doi.org/10.13189/ujer.2016.040803
Editora
Horizon Research Publishing