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

Author

Listed:
  • Ramón Fernando Colmenares-Quintero

    (Faculty of Engineering, Universidad Cooperativa de Colombia, Calle 50A No. 41-34, Medellín 050012, Colombia)

  • Sergio Barbosa-Granados

    (Faculty of Engineering, Universidad Cooperativa de Colombia, Calle 50A No. 41-34, Medellín 050012, Colombia)

  • Natalia Rojas

    (Aquatera Ltd., Old Academy Business Centre, Stromness KW16 3AW, UK)

  • Kim E. Stansfield

    (VOCATE Ltd., Worcester WR1 3HW, UK)

  • Juan Carlos Colmenares-Quintero

    (Institute of Physical Chemistry of the Polish Academy of Sciences, Kasprzaka 44/52, 01-224 Warsaw, Poland)

  • Manuela Ruiz-Candamil

    (Faculty of Engineering, Universidad Cooperativa de Colombia, Calle 50A No. 41-34, Medellín 050012, Colombia)

  • Pedro Cano-Perdomo

    (Institución Educativa María Inmaculada, Transversal 14 #18-70, Puerto Carreño 990001, Colombia)

Abstract

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.

Suggested Citation

  • Ramón Fernando Colmenares-Quintero & Sergio Barbosa-Granados & Natalia Rojas & Kim E. Stansfield & Juan Carlos Colmenares-Quintero & Manuela Ruiz-Candamil & Pedro Cano-Perdomo, 2022. "Learning and Teaching Styles in a Public School with a Focus on Renewable Energies," Sustainability, MDPI, vol. 14(23), pages 1-13, November.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:23:p:15545-:d:980840
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    References listed on IDEAS

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    1. Janna Niens & Lisa Richter-Beuschel & Tobias C. Stubbe & Susanne Bögeholz, 2021. "Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals," Sustainability, MDPI, vol. 13(16), pages 1-36, August.
    2. Zafar, Muhammad Wasif & Shahbaz, Muhammad & Sinha, Avik & Sengupta, Tuhin & Qin, Quande, 2020. "How Renewable Energy Consumption Contribute to Environmental Quality? The Role of Education in OECD Countries," MPRA Paper 100259, University Library of Munich, Germany, revised 08 May 2020.
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    1. Christian Manuel Moreno Rocha & Jorge D. Pertuz Ortiz & Neyder A. Rodriguez Ibanez, 2023. "A Diffuse Analysis Based on Analytical Processes to Prioritize Barriers in the Development of Renewable Energy Technologies in Alignment with the United Nations Sustainable Development Goals: Evidence," International Journal of Energy Economics and Policy, Econjournals, vol. 13(4), pages 481-195, July.

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