Abstract:

The purpose of this paper is to describe a research done with a group of university students from different disciplines of knowledge in Mexico about climate change and renewable energies using a model of docent strategy based on the use of projects, both in-situ and ex-situ technologies as well as research problems aimed to enable the possibility of facilitating the teaching-learning process of the subject matters related to climate change and renewable energies.
For this study, technological and pedagogical material and a number of prototypes were developed and applied with the students who enrolled and accepted to be part of this research. For such purpose a course titled “Approaching climate change and renewable energies” was designed and elaborated.

In the process of applying the methodology, the students of this investigation were divided into groups where each major was represented. The students were also divided into those who study Humanities and those Exact Sciences. Some correlations were generated from the application of the proper methodology to each group.

This research tests a methodology which relies on the design of a basic course which includes an induction course and a full course on the basic concepts of climate change and the use of renewable energies as well as the design and construction of materials which facilitate a multimodal acquisition of information by the student.

The fundamental concepts of a classroom learning environment were taken into consideration. The materials designed included dynamic mockups to generate 3D representations of local climate changes, videos, printed materials, the use of Information and Communication Technologies (ICT), references to pages of ludic interaction and the design of didactic robots.

The result obtained from this investigation showed that it is possible to teach the different renewable energies and the climate changes using technological and pedagogical tools and a variety of didactic.

Keywords:

Climate changes, renewable energies, environment, pedagogical tools, technological tools, docent strategies.