Pedagogical Sustainability Project Addressing Environmental Problems …
459
Students answered a questionnaire with four questions related to their perceptions
of applied dynamics, such as (1) “Which PD did you find most interesting?”; (2)
“In your opinion, what activities contributed to relate the FHT discipline with the
environmental issues?”; (3) “Did the team activities facilitate the achievement of the
proposed objectives?”; (4) “In your opinion, did problem situations help to develop
activities?”.
3 Results and Discussion
Table 2 shows the number of students’ answers concerning question 1. “Which PD
did you find most interesting?” It is possible to observe that Chandelier Construction
was the PD that aroused most interest (47.82%), followed by the Mining Activity
Construction (34.78%) and the least interesting PD was Aqueduct Construction
(17.40%).
In the question 2: “In your opinion, what activities contributed to relate the
FTH discipline to the environmental issues?”. Students reported that: “Chandelier
construction helps to reflect on the importance of saving energy”; “Mining and aqueduct construction activities collaborated to reflect on the water problem”; “We need
to save energy”; “For the construction of the chandelier, we had to be patient.”
“The construction of the aqueduct and mining company is directly related to the
environment versus economy and the lives of residents.”
Student responses thus highlight the importance of sustainable tourism development to reduce negative impacts and maximise positive ones through practices such
as energy saving, recycling, waste reduction and better local livelihoods (PPC 2019;
Mihalic 2016).
In the question 3: “Did the team activities facilitate the achievement of the
proposed objectives?”. Students responded: “Yes. Teamwork makes things easier”;
“Most activities only worked because they were done in teams”; “Doing it this way
was not just one person who thought, but several people, to solve each step quickly”;
“As a team, everything was easier and faster because everyone helped to come up with
ideas”; “We developed team communication and were able to work more easily”;
“We could only do the activities because the work was done in teams.” As observed,
Table 2 Students’ answers to the first question
PD
Frequency
Percentage (%)
Chandelier construction
11
47.82
Mining activity construction
08
34.78
Aqueduct construction
04
17.40
PD Pedagogical dynamics
459
Students answered a questionnaire with four questions related to their perceptions
of applied dynamics, such as (1) “Which PD did you find most interesting?”; (2)
“In your opinion, what activities contributed to relate the FHT discipline with the
environmental issues?”; (3) “Did the team activities facilitate the achievement of the
proposed objectives?”; (4) “In your opinion, did problem situations help to develop
activities?”.
3 Results and Discussion
Table 2 shows the number of students’ answers concerning question 1. “Which PD
did you find most interesting?” It is possible to observe that Chandelier Construction
was the PD that aroused most interest (47.82%), followed by the Mining Activity
Construction (34.78%) and the least interesting PD was Aqueduct Construction
(17.40%).
In the question 2: “In your opinion, what activities contributed to relate the
FTH discipline to the environmental issues?”. Students reported that: “Chandelier
construction helps to reflect on the importance of saving energy”; “Mining and aqueduct construction activities collaborated to reflect on the water problem”; “We need
to save energy”; “For the construction of the chandelier, we had to be patient.”
“The construction of the aqueduct and mining company is directly related to the
environment versus economy and the lives of residents.”
Student responses thus highlight the importance of sustainable tourism development to reduce negative impacts and maximise positive ones through practices such
as energy saving, recycling, waste reduction and better local livelihoods (PPC 2019;
Mihalic 2016).
In the question 3: “Did the team activities facilitate the achievement of the
proposed objectives?”. Students responded: “Yes. Teamwork makes things easier”;
“Most activities only worked because they were done in teams”; “Doing it this way
was not just one person who thought, but several people, to solve each step quickly”;
“As a team, everything was easier and faster because everyone helped to come up with
ideas”; “We developed team communication and were able to work more easily”;
“We could only do the activities because the work was done in teams.” As observed,
Table 2 Students’ answers to the first question
PD
Frequency
Percentage (%)
Chandelier construction
11
47.82
Mining activity construction
08
34.78
Aqueduct construction
04
17.40
PD Pedagogical dynamics