TEACHING SUSTAINABLE ENERGY IN PRIMARY SCHOOL: A GLOBAL LEARNING APPROACH

Safeguarding the environment represents a challenge no longer avoidable for present and future generations. This work presents an educational intervention in a fifth grade classroom with the aim of making students aware of problems related to the consumption of energy, adopting a global-local perspective. Among the different possible approaches, reference was made to the Global Learning framework, that emphasises how the actions of the individual have an effect both locally and globally, as he/she is part of an interconnected system. To evaluate the intervention, data were collected through multiple tools, in considerations of the multiple dimensions involved (cognitive, reflective, metacognitive, self-regulating). Specifically, an observation checklist was used to evaluate the behaviour and attitudes assumed by the children during the activities, while an objective test was used to assess knowledge and skills. Finally, a qualitative analysis was made on some aspects of the children’s personal logbook, a semi-structured instrument that accompanied the children’s reflection. The results suggest that the children participated actively in the proposed activities and were able to discuss and reflect on relevant sustainability issues, transiting from a global perspective to a personal perspective, and back to a global one. They became aware that individual choices and behaviours have a relevant impact on the Planet Earth, and showed willingness to act.