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EDUCATING ON CIRCULAR ECONOMY AND DIY MATERIALS: HOW TO INTRODUCE THESE CONCEPTS IN PRIMARY SCHOOL STUDENTS?

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dc.creatorMARITZA ROXANA PALMA LUENGO
dc.creatorGABRIEL ANDRÉS HERNÁNDEZ MARTROU
dc.creatorJIMENA ALARCÓN CASTRO
dc.creatorANDREA PAZ LLORENS VARGAS
dc.date2019
dc.date.accessioned2025-01-10T15:05:13Z
dc.date.available2025-01-10T15:05:13Z
dc.date.issued2019
dc.description.abstractTHIS ARTICLE PRESENTS AN EDUCATIONAL EXPERIENCE IN PRIMARY SCHOOL STUDENTS IN CHILE TO CREATE AWARENESS OF CIRCULAR ECONOMY IMPORTANCE AND THE USE OF RESOURCES PRESENT IN THE IMMEDIATE ENVIRONMENT. THE CIRCULAR ECONOMY CONCEPT OF THE PRODUCT IS AIMED AT REDUCING 100% OF WASTE. THEREFORE, IT MUST BE FOCUSED ON KEEPING PRODUCTS AND MATERIALS IN THE ECONOMIC SYSTEM AS LONG AS POSSIBLE, THEN IT EMPHASIZES ON EXTENDING THE USEFUL LIFE OF PRODUCTS. ON THE OTHER HAND, DO IT YOURSELF (DIY) MATERIALS GENERATE NEW EXPERIENCE, PROMOTING SUSTAINABILITY AND SELF-PRODUCTION, MOTIVATING THE DEVELOPMENT OF KNOWLEDGE THROUGH THE ACTION. THEY REPRESENT LOCAL IDENTITY AND ADVANTAGES INVOLVE BASIC TECHNIQUES OF MANUFACTURE. RESOURCES ARE AVAILABLE IN PRODUCTION TERRITORY, REDUCING COLLECTION AND WASTE TRANSPORT COSTS, ENCOURAGING RECYCLING AND RELATIONSHIP WITH THE COMMUNITY OF ORIGIN. AT THE SAME TIME, IT ENCOURAGES CURIOSITY, ENGAGEMENT, CREATIVITY AND INNOVATIVE THINKING. THE METHODOLOGY IS COMPOSED OF SEVEN PHASES 1. DESIGNERS COLLECT INFORMATION ABOUT EXISTING WASTE IN THE IMMEDIATE ENVIRONMENT; 2. DESIGN AND MANUFACTURE DIY MATERIALS IN THE LABORATORY; 3. PRESENTATION OF MATERIALS DESIGNED FOR STUDENTS; 4. DEVELOPMENT OF DATA COLLECTION INSTRUMENT THROUGH SEMANTIC DIFFERENTIAL TABLES, BASED ON KANSEI METHODOLOGY; 5. DATA COLLECTION OF TACTILE EXPERIENCE WITH MATERIALS. 6. DATA TABULATION. 7. ELABORATION OF CONCLUSIONS. RESULTS INDICATE A HIGH EMOTIONAL ASSESSMENT OF STUDENTS TOWARDS INNOVATIVE MATERIALS POSSIBLE TO MANUFACTURE WITH WASTE GENERATED IN THEIR COMMUNITY. VISUAL AND TACTILE EVALUATIONS ARE ALSO PERCEIVED BY STUDENTS, HIGHLIGHTING POSITIVE ASPECTS ESPECIALLY FOR TRANSLUCENT AND FLEXIBLE MATERIALS, AS WELL AS MORBID AND HUGGABLE. STUDENTS SHOW A 100% INTEREST IN MANUFACTURING MATERIALS AND PRODUCTS APPLYING THE CONCEPTS PRESENTED. EDUCATIONAL RESULTS ARE POSITIVE BECAUSE THEY INTEGRATE PERSPECTIVE ADDRESSED AT THE ENVIRONMENTAL DIMENSION AND SOCIAL BENEFIT FOR IMMEDIATE
dc.formatapplication/pdf
dc.identifier.doi10.21125/edulearn.2019.2523
dc.identifier.issn2340-1117
dc.identifier.urihttps://repositorio.ubiobio.cl/handle/123456789/10352
dc.languagespa
dc.publisherEDULEARN 19 PROCEEDINGS
dc.relation.uri10.21125/edulearn.2019.2523
dc.rightsPUBLICADA
dc.subjectwaste.
dc.subjectprimary school
dc.subjectmaterials interaction
dc.subjectdesign
dc.subjectCircular Economy
dc.titleEDUCATING ON CIRCULAR ECONOMY AND DIY MATERIALS: HOW TO INTRODUCE THESE CONCEPTS IN PRIMARY SCHOOL STUDENTS?
dc.title.alternativeEDUCAR SOBRE ECONOMÍA CIRCULAR Y MATERIALES DE BRICOLAJE: ¿CÓMO INTRODUCIR ESTOS CONCEPTOS EN LOS ESTUDIANTES DE PRIMARIA?
dc.typePROCEEDING PAPER
dspace.entity.typePublication
ubb.EstadoPUBLICADA
ubb.Otra ReparticionDEPARTAMENTO DE CIENCIAS DE LA EDUCACION
ubb.Otra ReparticionDEPARTAMENTO DE COMUNICACION VISUAL
ubb.SedeCHILLÁN
ubb.SedeCONCEPCIÓN
ubb.SedeCONCEPCIÓN
ubb.SedeCHILLÁN
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