An educational awareness program to reduce energy consumption in schools

Pietrapertosa, Filomena; Tancredi, Marco; Salvia, Monica; Proto, Monica; Pepe, Angelo; Giordano, M.; Afflitto, Nicola; Sarricchio, Giuliano; Leo, Senatro Di; Cosmi, C.

doi:10.1016/j.jclepro.2020.123949

Cited by 45 publications

(24 citation statements)

References 14 publications

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“…The results presented in Pietrapertosa et al. ( 2021 ) seem to verify the value of competition to a certain extent, where results from long-term energy-saving competitions among 4 schools led to modest energy savings. Our work discussed in this paper also agrees with their findings, while we also provide results on the educational dimension of the schools’ participation, thus providing a more complete picture.…”

Section: Related Workmentioning

confidence: 72%

Using gamification and IoT-based educational tools towards energy savings - some experiences from two schools in Italy and Greece

Mylonas

Paganelli

Cuffaro³

et al. 2021

J Ambient Intell Human Comput

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Climate change and the need for sustainable development have become part of our daily lives. In this context, it is crucial to involve the educational community to the discussion, both students and teachers; by increasing awareness about these issues and the ways school communities can contribute to energy savings, we can kick-start a change towards more sustainable practices in our societies. The Green Awareness in Action (GAIA) H2020 research project implemented an IoT-based approach in several European schools for sustainability awareness and energy efficiency, while at the same time aiming for increasing students' digital skills. By using gamification, competitions and IoT-based educational activities, GAIA engaged directly with teachers and students in order to realize energy-saving activities in their environment. We report here on the use of gamification and competition among schools in this context, and how they helped together with IoT-based lab activities to engage students and educators to participate in the project more actively. We provide details on the implementation of GAIA's intervention in specific school settings to showcase our approach. Our findings, backed up by evaluation data and answers to a survey by 30 educators in Greece and Italy, confirm that the inclusion of competition and gamification aspects can significantly increase students' engagement, especially when having groups/schools competing with each other. Moreover, IoT-based educational activities can supplement existing educational activities in interesting ways, with students evaluating positively the experience and educators reporting increased overall student engagement in their class during the intervention period, and, on average, better class performance compared to previous periods.

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Section: Related Workmentioning

confidence: 72%

Using gamification and IoT-based educational tools towards energy savings - some experiences from two schools in Italy and Greece

Mylonas

Paganelli

Cuffaro³

et al. 2021

J Ambient Intell Human Comput

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“…Egyik résztémája az Art4energy, egy művészeti verseny, mely során a kreativitás bővítése is cél, míg a Play4energy részprogram játékos foglalkozásokon keresztül segíti az energiatudatosság növelését. A versenyben szereplő iskolák átlagosan havi 4%-kal csökkentették az üvegházgáz-kibocsátásukat, és 1122 euró/hó-val a közüzemi számlákat -természetesen iskolánként (Pietrapertosa et al, 2021).…”

Section: További öTletek éS Lehetőségek a Szemléletformáláshozunclassified

Helyzetkép az iskolai és iskolán kívüli környezeti szemléletformálásról

Nagy¹,

Persa²,

Munkácsy³

2020

GYNTF

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Egyre mélyülő környezeti válságba sodródunk. A problémák egy része már nem elkerülhető, de mérséklésükben a pedagógusoknak igen nagy szerepük kellene legyen. Ugyanakkor az ezzel kapcsolatos esetleges felismerés nem alakítja egyformán a szemléletformálás lehetőségeiről alkotott vélekedésünket. E helyzet feltárására egy online kérdőíves felmérés szolgált, amelynek kitöltésében 256 magyar pedagógus vett részt. Az elemzés során kiderült, hogy túlnyomó többségük fontosnak tartja, hogy tanóráin környezettudatosságra való nevelés és szemléletformálás is történjen. A szaktanárok személyes példáin keresztül bizonyítható, hogy bármely szaktantárgy órai keretein belül van lehetőség a környezettudatosság fejlesztésére – ezt a kitöltők kitüntetett többsége fontosnak és a pedagógusoktól elvárhatónak is tartja. Tízből kilenc alkalmazott már ilyen jellegű specifikus feladatokat az óráin, viszont csak tízből három vett részt az iskolán kívüli programokban, szervezőként vagy támogatóként a témakörben. Azok, akik nem alkalmaznak ilyen módszereket, elsősorban ismeret-, idő- és erőforráshiányra hivatkoznak, illetve többek szerint az efféle „külsős” programok szervezése nem tartozik a feladatai közé. Ugyanakkor a szakirodalmi források rámutattak arra, hogy az iskolán kívüli programok segítik a diákok elméleti ismereteinek gyakorlatban történő alkalmazását, és olyan kulcsélményeket szerezhetnek, melyek nagyban hozzájárulnak szemléletük formálásához.

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“…For instance, the Leadership in Energy and Environmental Design (LEED) protocol under the Innovation in Design category refers to "the school as a teaching tool" and awards one point of the certification to schools introducing the theme of sustainability into the curriculum activities and workshops. Pietrapertosa et al [1] described the results obtained through a learning by doing project (Schools4energy) conducted between 2018 and 2019, which involved students between 3 and 14 years old and aimed to create a competition between different schools to reduce energy consumption through the correct behavior of users (particularly students).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Environmental and Economic Sustainability for the Building Envelope of Low-Carbon Schools

2021

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To achieve a carbon-free economy by 2050, the construction of low-carbon schools in Italy must select the proper structural and technological solutions for the building envelope while ensuring a low economic cost. The aim of this study was to analyze and compare several technological solutions for the building envelope and the related structural solutions in terms of thermo-dynamic properties, energy performance, environmental sustainability parameters, and economic evaluations, to obtain one or more alternatives. After a general study, the binomial load-bearing structure–external wall was investigated given its strong influence on both the environment and the total cost. The solutions were used in a new typological model for the kindergarten. All the solutions are comparable from an energy and environmental point of view, obtaining a primary energy demand of <25 kWh/(m2year) and an environmental impact of <20 kWh/(m2year). However, considering the economic factor and analyzing the binomial load-bearing structure–external wall, the advisable solutions are those that use wooden structures with insulation layer in wood fiber as they have a significantly lower environmental impact, along with the same good energy performance and have an acceptable cost compared to other analyzed solutions.

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An educational awareness program to reduce energy consumption in schools

Cited by 45 publications

References 14 publications

Using gamification and IoT-based educational tools towards energy savings - some experiences from two schools in Italy and Greece

Using gamification and IoT-based educational tools towards energy savings - some experiences from two schools in Italy and Greece

Helyzetkép az iskolai és iskolán kívüli környezeti szemléletformálásról

Evaluation of Environmental and Economic Sustainability for the Building Envelope of Low-Carbon Schools

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