Learning and Teaching Styles in a Public School with a Focus on Renewable Energies

The purpose of this study is to identify teaching styles (TS) and learning styles (LS) in teachers and students in public schools with a focus on renewable energies, with the aim of designing and applying curricular strategies based on active learning in relation to the Sustainable Development Goals...

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Bibliographic Details
Published inSustainability Vol. 14; no. 23; p. 15545
Main Authors Colmenares-Quintero, Ramón Fernando, Barbosa-Granados, Sergio, Rojas, Natalia, Stansfield, Kim E, Colmenares-Quintero, Juan Carlos, Ruiz-Candamil, Manuela, Cano-Perdomo, Pedro
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.12.2022
Subjects
Alternative energy sources
Cognitive style
Education
Educational aspects
Educational research
Learning
Learning strategies
Methods
Public schools
Schools
Students
Sustainability
Sustainable development
Teachers
Teaching methods
Colombia
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Summary:The purpose of this study is to identify teaching styles (TS) and learning styles (LS) in teachers and students in public schools with a focus on renewable energies, with the aim of designing and applying curricular strategies based on active learning in relation to the Sustainable Development Goals (SDGs). In the same way, it seeks to determine the differences related between TS and LS. The research was developed with a quantitative methodology and a correlational descriptive approach. In addition, a non-experimental, cross-sectional design was used and an intentional non-probabilistic sampling of 125 students and 20 professors from the Maria Inmaculada School of the municipality of Puerto Carreño, Colombia. The results indicate that there is no significant difference between TS and LS. However, it was identified that students prefer a reflective teaching methodology (M = 15.5, SD = 0.75) followed by the active style (M = 14.2, SD = 1.10) and, to a lesser extent, the pragmatic style (M = 11.4, SD = 1.19). In the case of teachers, the most used teaching style is also reflective (M = 25.7, SD = 1.02), followed by individualized (M = 20.1, SD = 0.56) and, to a lesser extent, inquiry (M = 5.3, SD = 1.10). This research allows the generating of new knowledge that contributes to improving educational processes in the school population with a focus on renewable energies, enabling the promotion of strategies towards a sustainable society.
ISSN:2071-1050
2071-1050
DOI:10.3390/su142315545