Suchergebnisse

Purpose
In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education.


Design/methodology/approach
The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified.


Findings
It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering.


Originality/value
Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

15 páginas, 9 figuras ; Have you ever thought what would happen if a ransomware infected your laptop? This type of virus kidnaps files and encrypts them, and the only way to recover the data is by paying in bitcoin or some other cryptocurrency. This situation is undoubtedly terrible. All of your work, projects, and personal files will not be available (unless you pay the ransom). The first time students watched a video that contextualizes this stressful situation, they thought that they had been attacked by a computer virus. Fortunately, the panic only lasted a few seconds. This is the way to start a game called breakout or escape room. The difference between these two words is that, in the first case, the goal is to open a padlocked box, while the objective of an escape room is to find the key that allows to get out of a room. Both games are similar, containing riddles, puzzles, problems and some clues that would help the players to find the solution. This study analyses the use of a breakout game for educational purposes, more specifically in a university context. The experiment conducted mixes game–based learning methodologies with engineering students learning Linear Algebra, Calculus or Cryptography, which has allowed us to obtain promising results about the usage of this methodology. ; This work has been supported in part by the Erasmus+ program of the European Union undergrant 2017-1-ES01-KA203-038491 (RULES_MATH), in part by Ministerio de Ciencia, Innovación y Universidades(MCIU, Spain), Agencia Estatal de Investigación (AEI, Spain), and Fondo Europeo de Desarrollo Regional(FEDER, UE) under Project COPCIS (grant number TIN2017-84844-C2-1-R) and Project MAGERAN (grant numberTIN2017-84844-C2-2-R)

[EN]Have you ever thought what would happen if a ransomware infected your laptop? This type of virus kidnaps files and encrypts them, and the only way to recover the data is by paying in bitcoin or some other cryptocurrency. This situation is undoubtedly terrible. All of your work, projects, and personal files will not be available (unless you pay the ransom). The first time students watched a video that contextualizes this stressful situation, they thought that they had been attacked by a computer virus. Fortunately, the panic only lasted a few seconds. This is the way to start a game called breakout or escape room. The difference between these two words is that, in the first case, the goal is to open a padlocked box, while the objective of an escape room is to find the key that allows to get out of a room. Both games are similar, containing riddles, puzzles, problems and some clues that would help the players to find the solution. This study analyses the use of a breakout game for educational purposes, more specifically in a university context. The experiment conducted mixes game–based learning methodologies with engineering students learning Linear Algebra, Calculus or Cryptography, which has allowed us to obtain promising results about the usage of this methodology. ; This work has been supported in part by the Erasmus+ program of the European Union under grant 2017-1-ES01-KA203-038491 (RULES_MATH), in part by Ministerio de Ciencia, Innovaci n y Universidades (MCIU, Spain), Agencia Estatal de Investigaci n (AEI, Spain), and Fondo Europeo de Desarrollo Regional (FEDER, UE) under Project COPCIS (grant number TIN2017-84844-C2-1-R) and Project MAGERAN (grant number TIN2017-84844-C2-2-R).

International Conference on Mathematics and its Applications in Science and Engineering (ICMASE 2020), on-line conference. July 9-10, 2020. 10 páginas, 10 figuras. ; Due to the Bologna Accord, the teaching of mathematics has undergone importantchanges. Some of the most visible modifications have been the need to complementthe traditional teaching-learning process with practical, real-life cases and thepossibility to reinforce the introduction and usage of key concepts throughmathematical software.Nowadays, there exist many computational packagesdealing with mathematics, some of the best-known being Mathematica and Matlab.However, although they are very complete and powerful, they demand the use ofcommercial licences, which can be a problem for some education institutions orin the cases where students desire to use the software in an unlimited number ofdevices or to access from several of them simultaneously.In this article, we show how to apply GeoGebra and WolframAlpha to the processof teaching Calculus to first-year university students.While GeoGebra is aninteractive geometry, algebra, statistics, and calculus application available both asan online resource and a native application in Windows, macOS, and Linux systems,WolframAlpha is a computational knowledge engine developed by a subsidiaryof Wolfram Research, the company behind Mathematica. However, unlike thatproduct, WolframAlpha can be accessed by any individual as a web service free ofcharge. One of the key aspects of WolframAlpha is the possibility to use naturallanguage and Mathematica syntax for requesting computations, which allows usersto benefit from a large amount of Mathematica resources.Being able to use GeoGebra and WolframAlpha as web services withoutdownloading and installing software is another important advantage, as it avoidsthe need to have adminstrator rights to use those computational engines, whichtypically represents a problem in education centres where lab computers arelocked so students cannot inadvertently install malware that can compromise theuniversity's network.As the best way to show a topic in mathematics is to provide examples,this contribution focuses on the main topics associated to a first-year Calculus class (limits, continuity, derivatives, curve interpolation and integrals), providingexamples with GeoGebra and WolframAlpha for the computations and concreteexamples used in actual Calculus classes. ; This work was supported in part by the Ministerio de Economía, Industria y Competitividad (MINECO), in part by the Agencia Estatal de Investigación (AEI), in part by the Fondo Europeo de Desarrollo Regional (FEDER, UE) under Project COPCIS, Grant TIN2017-84844-C2-1-R, and in part by the Erasmus+ program of the European Union under grant 2017-1-ES01-KA203-038491(RULES_MATH). Víctor Gayoso Martínez would like to thank CSIC Project CASP2/201850E114 for its support.