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Insertion of Photovoltaic Solar Systems in Technological Education Institutions in Brazil: Teacher Perceptions Concerning Contributions towards Sustainable Development
摘要： Teaching spaces are seen as institutions presenting relevant power to promote sustainability. Thus, in addition to knowledge (re)producers, they must also assume ethical obligations to incorporate daily sustainability-oriented actions. In this context, this study evaluates faculty perceptions regarding contributions to the teaching–learning process and the di?usion of a pedagogical practice adhering to sustainability assumptions, arising from the insertion of photovoltaic solar systems in educational institutions. A study was conducted at the Rio Grande do Norte Federal Institute of Education Science and Technology, with 2.2 photovoltaic MWp distributed throughout its 21 campuses. This study investigated teacher knowledge and attitudes towards renewable energy sources in their school practice, as a way of understanding these issues and presenting propositions that will strengthen their role in daily school life. Teachers are aware of the importance of these sources, but their knowledge does not form links with their practice. Thus, the necessary connections to promote sustainability from the existence of institutional photovoltaic systems were proven insu?cient. They did not support the concept, nor the adoption of pedagogical practices linked to this technology. In addition, teacher inability to bring knowledge related to renewable energies to the classroom and link them to daily student lives was also noted. The adoption of renewable energy to promote a sustainability culture demands the formation of teacher knowledge and attitudes, and this training must follow a continuous path.
关键词： sustainability,photovoltaic,teaching–learning,renewable energy,sustainable development,education,school,teachers
更新于2025-09-19 17:13:59
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Microwave Synthesis of a Prominent LED Phosphor for School Students: Chemistry’s Contribution to Sustainable Lighting
摘要： Scarcer raw materials and climate change are scienti?c facts that make it necessary to enhance energy e?ciency and to recycle raw material. Fundamental researchers at universities as well as in industry agree that light-emitting diodes (LEDs) are the most e?cient and sustainable light sources of the future. Chemistry plays a signi?cant role in the development of white, energy-e?cient LEDs; however, students and society do not seem aware of this role. This paper presents a school-student-friendly synthesis of cerium-doped yttrium aluminum garnet (YAG:Ce) in a laboratory microwave oven. YAG:Ce is the most widely applied luminescent material (“phosphor”) used in white LEDs. The initial blue light of a gallium nitride-based primary LED is partly down-converted by the YAG:Ce phosphor on top of the LED chip, resulting in yellow-green emission. Additive color mixing (blue + yellow-green) results in cold-white light generation. This experiment aims to demonstrate chemistry’s contribution to sustainable development in a comprehensible way. On the basis of such phosphor-converted LEDs, the interdependence of and cooperation between di?erent scienti?c disciplines are outlined. The critical question of the related raw materials, in this case especially rare earth elements (REEs), their lifetime, and their possible recycling, represents another important issue for sustainable development and systems thinking and is shown in this example from everyday life.
关键词： Systems Thinking,Materials Science,High School/Introductory Chemistry,Sustainability,Green Chemistry,Curriculum
更新于2025-09-19 17:13:59