Teaching Learning Sequence on Energy Footprint for high school students aimed at promoting sustainable energy use

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Published: Apr 6, 2025
DOI: https://doi.org/10.12681/codiste.7532
Keywords:
Energy Energy Footprint students Sustainability Teaching Learning Sequence
Nikolaos Galanis
Aristotle University of Thessaloniki (AUTH)
https://orcid.org/0000-0002-3706-3545
George Malandrakis
Aristotle University of Thessaloniki
https://orcid.org/0000-0002-1206-6336
Abstract

The Energy Footprint (EF) serves as a tool for understanding environmental problems and proposing specific measures to promote sustainable energy use. A 20-hour Teaching Learning Sequence (TLS) was developed and implemented for 81 seventh-grade students at a high school in Thessaloniki. The students' proposed methods for energy reduction, as well as their potential improvement following the TLS, were assessed using a twelve-picture questionnaire. The results indicated an increase in the percentage of positive responses across all items following the TLS, with the most common domains of energy reduction being energy saving (79%) and reduced use of products or services (41%).

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
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