Disruptive education based on action characterizing ecoenvironmental variables to mitigate global warming

Ynes Phun, Mario Chauca, Olga Curro, Carmen Chauca, Ramiro Yallico, Virgilio Quispe

Research output: Contribution to journalConference articlepeer-review

Abstract

This article develops the proposal of a new method of education. The vertiginous changes that have taken place some decades ago with respect to the advancement in knowledge and technology, encompass the educational processes. Traditional teacher-centered teaching has yielded to student-centered learning, seeking to develop in it the skills necessary for a performance that transcends the professional field and prepares it for good performance throughout his life, as well as human. However, the didactic forms that are carried out to “arrive and stay” Knowledge in the formation of the undergraduate leaves him, in many occasions still, locked inside his classrooms and unconnected with the reality of the world, where the student. There are tools or supports based on current knowledge that mark the trend of use in educational processes. A portable and portable tool that the university student has to access information quickly and updated is the smartphone, its use is being extended in the educational environment. One of the current supports to the current educational process, is the neurodidactics that promotes the autonomy of the student so that he develops self-regulation of his learning by working on his Executive Functions, suggesting to the teacher the use of constant motivation and the sensory experience that facilitates the reconnections neuronal those that permeate a more stable and lasting learning, although adaptable and modifiable. In order to raise awareness in the mitigation of global warming, first-cycle students of a public university designed and applied an instrument for observing environmental quality of water, air and soil, characterizing feasible indicators of measurement in the urban area of residence. The modality of active learning has been applied, modified, in a mixed design research, applying a visual didactic process, a modeling of selection of indicators and design of an instrument for observing environmental indicators for its subsequent application in assigned areas of the urban area of the city, applying a semi-structured questionnaire to verify the level of awareness and learning. It is concluded that the application of disruptive strategies such as the use of apps for smartphones, the design and subsequent application of an instrument developed by the students themselves and the ability to "measure" the level of pollution of their area of residence facilitate environmental awareness to mitigate global warming by adopting actions towards a sustainable lifestyle. With the purpose of raising awareness on climate change mitigation, first-cycle students of a public university designed and applied an instrument for observing environmental quality of water, air and soil, characterizing feasible indicators of measurement in the urban area of Residence. Subject. Finally they show up primary results of the application of the method. The article presenting some advantages and disadvantages of the method proposed based on the experience gained, as well as some specifications and requirements for the application Successful method.

Original languageEnglish
Pages (from-to)979-984
Number of pages6
JournalProcedia Computer Science
Volume172
DOIs
StatePublished - 2020
Event9th World Engineering Education Forum, WEEF 2019 - Chennai, India
Duration: 13 Nov 201916 Nov 2019

Bibliographical note

Publisher Copyright:
© 2020 The Authors. Published by Elsevier B.V.

Keywords

  • Disruptive education
  • Eco-environmental variables
  • Global warming
  • Mitigation
  • Sensitize

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