Using Elements of the Impact of Materials on Society (IMOS) Course to demonstrate the potential of a systems approach in
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MRS Advances © 2018 Materials Research Society DOI: 10.1557/adv.2018.64
Using Elements of the Impact of Materials on Society (IMOS) Course to demonstrate the potential of a systems approach in Sustainability Education in Greek Secondary Schools Vasiliki Kioupi1,2 1 Centre for Environmental Policy, Imperial College London, 15 Princes Gardens, SW7 1NA, London, U.K.
2 Directorate for Secondary Education of Piraeus, Hellenic Ministry of Education, Research and Religious Affairs, Eleftheriou Venizelou 35, 18532, Piraeus, Greece.
ABSTRACT
The need to improve Education for Sustainable Development (ESD) provision in Greek secondary schools offers opportunities for innovation. This study shows results of applying a more integrated, collaborative and interactive approach, developed by using elements of the Impact of Materials on Society (IMOS) course. The modules and techniques selected for teacher training and classroom implementation are presented and responses from participants are summarised. Positive feedback from the two teacher training activities and two in-class sessions with students demonstrates the potential of this approach. The paper offers evidence that a systems approach to ESD is promising and worthy of further investigation.
INTRODUCTION Education for Sustainable Development (ESD) in Greece has been part of the primary and secondary school curriculum for more than 25 years, but functioning on a voluntary basis for both teachers and students [1]. The topics covered in ESD address environmental, social and economic issues and methodologies incorporate experiential and hands-on learning that target cognitive, emotional and behavioural aspects of the student’s personality [2]. Materials education, on the other hand, is incorporated poorly in the secondary school curriculum, despite being clearly linked to ESD and many sustainability issues. While some efforts have been initiated out of individual teachers’ or schools’ incentive to introduce students to nanomaterials and applications of materials in innovative technologies through participation in EU funded projects or collaborations with Universities [3, 4, 5], the link to ESD has not been fully explored. Using this as an opportunity, a set of educational activities for secondary school teachers and students
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was developed and tested to promote active and collaborative learning for ESD. Feedback was also collected for satisfaction, usability and engagement. THEORY Structure and pedagogical approach of the educational material The central theme of the educational scenario was electronic devices, and more specifically mobile phones. Electronic devices contain rare earth elements -a class of critical materials-, have complex life cycles and are associated with environmental, social and economic issues [6]. In order
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