BLUKONE
- Autor(en)
- Ilse Bartosch, Roswitha Avalos Ortiz
- Abstrakt
The goal of the project is a custom-made educational concept for sustainable energy management which qualifies students of technical colleges for engineering (Höhere Technische Lehranstalten) for “Sustainable Energy Management”. The curriculum is collaboratively elaborated – with extensive support by schools, their teachers, and students as well as experts and stakeholders from relevant fields in the labor market.
The competence model which is underlying the educational concept is based on Rost’s [1] considerations on competences for sustainable development on the one hand and inspired by the European Qualifications Framework (EQF) as well as Austrian school curricula considerations on the other hand. The model comprises the following three dimensions:
- a knowledge dimension
- a procedural knowledge dimension, and
- a third dimension of competences (personal, social, and strategical)
The taxonomy of Anderson and Krathwohl [2] is used for modeling the learning progression along the levels – Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
The curriculum is designed for a period of one school year – calculating a work load of about 50 hours.
The learning environment is realized by a blended learning approach with a simulation game at its core. A game based learning learning scenario is on the one hand an appropriate tool to visualize complex and abstract contents [3]. On the other hand it promises to rise motivation and learning engagement [4].
At the beginning of the course stands an event to raise the class´s awareness of sustainability, emphasizing the complexity of the topic, and also introducing some first concepts. The course itself consists of several “steps”. In each of these steps the students are offered a choice of different events or tasks which are to be dealt with by a small group. Different task archetypes, e.g. experiments, research, surveys, presentations etc. are available. Each step of the course is dedicated to a specific content, for instance creating a company vision or sources of renewable energy. Thus it is ensured that all students can gather the necessary knowledge and acquire the competences needed to succeed in the final event, which is designed as a simulation game where all students of the course are required to participate in a constructed event which a “Sustainable Energy Manager” might encounter in his job.
Along with continuously testing the elements of this course the following questions will be investigated in a semi-quantitative research design:
• How can the demands of the labour market be reconciled with the requirements of education for sustainable development and game based learning?
• Is the competence model suitable to map sustainable energy management?
• In how far is the learning environment attractive for students?
• In how far does the learning environment appropriate to develop the competences of sustainable energy management?
The methods used are interviews and questioneers. The simulation game is videotaped and interpreted by content analyses.- Organisation(en)
- Experimentelle Grundausbildung und Hochschuldidaktik
- Publikationsdatum
- 2013
- ÖFOS 2012
- 503013 Fachdidaktik Naturwissenschaften
- Schlagwörter
- Sustainable Development Goals
- SDG 7 – Bezahlbare und saubere Energie
- Link zum Portal
- https://ucrisportal.univie.ac.at/de/publications/71a49a1d-36e9-452a-a649-8e41184ec951