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

Ramón Fernando Colmenares-Quintero (), Sergio Barbosa-Granados, Natalia Rojas, Kim E. Stansfield, Juan Carlos Colmenares-Quintero, Manuela Ruiz-Candamil and Pedro Cano-Perdomo
Additional contact information
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

Sustainability, 2022, vol. 14, issue 23, 1-13

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.

Keywords: teaching; learning; education; school; the Sustainable Development Goals (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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