Suchergebnisse

This article challenges the assumptions of the techno-economic paradigm that has dominated U.K. energy policy and associated domestic energy efficiency programs since the 1970s. The process of development of an alternative conceptual framework, the everyday householder-centered approach, is described. The study began with semistructured interviews with domestic energy efficiency program providers, the results of which guided a subsequent literature review. The developed framework was structured around three core traits of the everyday householder in the context of information and advice programs for domestic energy efficiency: self-interest, energy knowledge, and cognitive capacity. The conceptual framework is presented for practical application in guiding the development of effective information and advice-focused domestic energy efficiency programs.

Participatory evaluation of aspiring sustainable schools and their pedagogical potential has recently come into focus. A few authors have made a significant start in examining schools as both environmentally and socially sustainable environments, which might simultaneously represent the 'third teacher'. However, discussion around this idea is new in Spain. This paper describes a participatory post-occupancy study conducted with teachers and pupils in Fort Pienc School, Barcelona, Spain. Findings reveal the pedagogical potential of the school's spaces and fabric, characterised as 'sustainable', and highlight the aspects that the research participants feel are performing and underperforming. The paper concludes that if we want sustainable schools to be a strategy for renovating the educational process and for leading us towards a better tomorrow globally and locally, new models for exploring the pedagogical potential of sustainable schools should be developed and the efforts of all relevant parties synchronised; from architects to governments, from pupils to teachers. ; Postprint (published version)

Participatory evaluation of aspiring sustainable schools and their pedagogical potential has recently come into focus. A few authors have made a significant start in examining schools as both environmentally and socially sustainable environments, which might simultaneously represent the 'third teacher'. However, discussion around this idea is new in Spain. This paper describes a participatory post-occupancy study conducted with teachers and pupils in Fort Pienc School, Barcelona, Spain. Findings reveal the pedagogical potential of the school's spaces and fabric, characterised as 'sustainable', and highlight the aspects that the research participants feel are performing and underperforming. The paper concludes that if we want sustainable schools to be a strategy for renovating the educational process and for leading us towards a better tomorrow globally and locally, new models for exploring the pedagogical potential of sustainable schools should be developed and the efforts of all relevant parties synchronised; from architects to governments, from pupils to teachers. ; Postprint (published version)