Análisis de implementación de cátedra de energías renovables en escuelas
Bibliographic record
Abstract
Acikgoz, C. (2011). Renewable energy education in Turkey. Renewable Energy, 36(2), 608-611. doi: http://dx.doi.org/10.1016/j.renene.2010.08.015 Aerogeneradores., A. (2017). Especificaciones para Aerogenerador Aeolos-H 500w, from http://www.windturbinestar.com/Aerogenerador-500w.html Alexandru, A., & Jitaru, E. (2007, 2007). Education for energy saving in the house. Paper presented at the Conference on Energy Planning, Energy Saving, Environmental Education, Arcachon, France. Alp, E., Ertepinar, H., Tekkaya, C., & Yilmaz, A. (2008). A survey on Turkish elementary school students’ environmental friendly behaviours and associated variables. Environmental Education Research, 14(2), 129-143. Assmann, D., & Uh, D. (2006). Renewable energy: a global review of technologies, policies and markets. Londres - Sterling: Routledge. Benchikh, O. (2001). Global renewable energy education and training programme (GREET Programme). Desalination, 141(2), 209-221. doi: http://dx.doi.org/10.1016/S0011- 9164(01)00406-4 Bonilla, J. M. H. (2016). Energías renovables, ¿una opción ante la crisis de Electricaribe? , from http://www.elespectador.com/noticias/economia/energias-renovables-una-opcion-crisis-deelectricaribe-articulo-671033 Boyes, E., Skamp, K., & Stanisstreet, M. (2009). Australian secondary students’ views about global warming: Beliefs about actions, and willingness to act. Research in Science Education, 39(5), 661-680. buenosaires.gob.ar. (2016). Las escuelas porteñas apuestan por las Energías Renovables Retrieved Jueves 19 de mayo de 2016, from http://www.buenosaires.gob.ar/noticias/las-escuelasapuestan-por-las-energias-renovables Ley 1549 de 2012 Nivel Nacional (2012). Ley 1715 de 2014 (2014). caracol.com.co. (2017a). La Humboldt primera Institución en Barranquilla, en utilizar paneles solares Retrieved 31-10-17, from http://caracol.com.co/emisora/2017/10/31/barranquilla/1509410684_356023.html caracol.com.co. (2017b). Proyecto de energía solar con Tesla en Barranquilla arrancaría en entidades públicas, from http://caracol.com.co/emisora/2017/02/03/barranquilla/1486134382_633756.html Cárdenes Santana Ana, D. S. J., ; de Santa Ana Fernández Eduardo,; Mingarro González Vicente,; Martínez Navarro Francisco. (2016). Energías renovables y sostenibilidad. Utilización de materiales audiovisuales multimedia y simulaciones de ordenador para el aprendizaje de la energía. Presente, futuro y posibles soluciones al problema energético en canarias. . Carr, M., & Kirkwood, V. (1988). Teaching and learning about energy in New Zealand secondary school junior science classrooms. Physics Education, 23(2), 86. Decreto 1743 de 1994 Nivel Nacional (1994). Ley 99 de 1993 Nivel Nacional (1993). Close, J. (2003). The Hong Kong schools solar education programme. Solar Energy Materials and Solar Cells, 75(3–4), 739-749. doi: http://dx.doi.org/10.1016/S0927-0248(02)00136-8 CRA, C. a. r. d. a. (2016). Plan de acción cuatrienal. 2016 - 2019. Chedid, L. G. (2005). Energy, society, and education, with emphasis on educational technology policy for K-12. Journal of Science Education and Technology, 14(1), 75-85. Chhokar, K., Dua, S., Taylor, N., Boyes, E., & Stanisstreet, M. (2011). INDIAN SECONDARY STUDENTS’VIEWS ABOUT GLOBAL WARMING: BELIEFS ABOUT THE USEFULNESS OF ACTIONS AND WILLINGNESS TO ACT. International Journal of Science and Mathematics Education, 9(5), 1167-1188. Departamento archipiélago de san andres, p. y. s. c., Departamento administrativo de ciencia tecnología e innovación, Colciencias. (2015). Plan y acuerdo estratégico departamental de ciencia, tecnología e innovación 1-8. Departamento de bolívar, D. a. d. c. t. e. i., Colciencias. (2015). Plan y acuerdo estratégico departamental de ciencia, tecnología e innovación 1-8. Departamento de cesar, D. a. d. c. t. e. i., Colciencias. (2015). Plan y acuerdo estratégico departamental de ciencia, tecnología e innovación 1-8. Departamento de córdoba, D. a. d. c. t. e. i., Colciencias. (2015). Plan y acuerdo estratégico departamental de ciencia, tecnología e innovación 1-8. Departamento de la guajira, D. a. d. c. t. e. i., Colciencias. (2015). Plan y acuerdo estratégico departamental de ciencia, tecnología e innovación 1-8. Departamento de magdalena, D. a. d. c. t. e. i., Colciencias. (2015). Plan y acuerdo estratégico departamental de ciencia, tecnología e innovación 1-8. Departamento de sucre, D. a. d. c. t. e. i., Colciencias. (2015). Plan y acuerdo estratégico departamental de ciencia, tecnología e innovación 1-8. Departamento del atlántico, D. a. d. c. t. e. i., Colciencias. (2015). Plan y acuerdo estratégico departamental de ciencia, tecnología e innovación 1-8. DeWaters, J. E., & Powers, S. E. (2011). Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior. Energy Policy, 39(3), 1699-1710. doi: http://dx.doi.org/10.1016/j.enpol.2010.12.049 Díaz, P. A. R. (2013). DISEÑO E IMPLEMENTACIÓN DE UN LABORATORIO DE ENERGÍAS RENOVABLES EN LA UNIVERSIDAD DE LA COSTA. Retrieved from Dina, N., Craciun, S., Bulgariu, M., & Antohe, S. (2012). Teaching of Alternative Energy Sources in Romanian School. Romanian Reports in Physics, 64(3), 868-877. DNP, D. n. d. p. (2015). Plan nacional de desarrollo 2014-2018. 2014-2018(978-958-8340-88-3). Retrieved from www.dnp.gov.co elheraldo.co. (2016). El sol y las brisas del Caribe son potencial de energías renovables, from https://www.elheraldo.co/tendencias/el-sol-y-las-brisas-del-caribe-son-potencial-de-energiasrenovables-250777 elheraldo.co. (2016). El sol y las brisas del Caribe son potencial de energías renovables, from https://www.elheraldo.co/tendencias/el-sol-y-las-brisas-del-caribe-son-potencial-de-energiasrenovables-250777 eltiempo.com. (2016). Prueban energía solar en colegio de Barranquilla, from http://www.eltiempo.com/colombia/barranquilla/energia-solar-para-colegio-en-barranquilla41856 Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19(1), 39-50. Decreto 2492 (2014). FAO. (2008). Bosques y energía. Roma, Italia. Gardey, J. P. P. y. A. (2011). ENERGÍA RENOVABLE. Retrieved from http://definicion.de/energia-renovable/ Gayford, C. (1996). Environmental Education in Schools: An Alternative Framework. Canadian Journal of Environmental Education, 1, 104-120. Goldring, H., & Osborne, J. (1994). Students' difficulties with energy and related concepts. Physics Education, 29(1), 26. Gomez., J. A. R. R. O. (2015). GUÍA TEÓRICA – PRÁCTICA DEL LABORATORIO DE FUENTES DE ENERGÍA. Facultad de ingenieria, departamento de electrica, Universidad de la costa Barranquilla colombia. Gough, A. (2005). Sustainable schools: Renovating educational processes. Applied Environmental Education and Communication, 4(4), 339-351. GUERRERO, Y. A. (2012). LA ENSEÑANZA DE CONCEPTOS DE ENERGIAS ALTERNATIVAS A TRAVÉS DE UN OBJETO VIRTUAL DE APRENDIZAJE SIGNIFICATIVO Y LA COMPRENSIÓN DE LOS PRINCIPIOS DE SOSTENIBILIDAD AMBIENTAL. UNIVERSIDAD NACIONAL DE COLOMBIA, BOGOTÁ, COLOMBIA. Hasnain, S. M., Elani, U. A., Al-Awaji, S. H., Aba-Oud, H. A., & Smiai, M. S. (1995). Prospects and proposals for solar energy education programmes. Applied Energy, 52(2–3), 307-314. doi: http://dx.doi.org/10.1016/0306-2619(95)00041-P Jacobsson, S., & Johnson, A. (2000). The diffusion of renewable energy technology: an analytical framework and key issues for research. Energy Policy, 28(9), 625-640. doi: http://dx.doi.org/10.1016/S0301-4215(00)00041-0 Jacobsson, S., & Lauber, V. (2006). The politics and policy of energy system transformation— explaining the German diffusion of renewable energy technology. Energy Policy, 34(3), 256- 276. doi: http://dx.doi.org/10.1016/j.enpol.2004.08.029 Jain, P. K., Lungu, E. M., & Mogotsi, B. (2002). Renewable energy education in Botswana: needs, status and proposed training programs. Renewable Energy, 25(1), 115-129. doi: http://dx.doi.org/10.1016/S0960-1481(01)00004-0 Jennings, P. (2009). New directions in renewable energy education. Renewable Energy, 34(2), 435-439. doi: http://dx.doi.org/10.1016/j.renene.2008.05.005 Johnson, T. G. (2004). A New Engineering Degree Program for Secondary School Teachers. Paper presented at the age, Long Beach. Decreto 2143 (2015). Kandpal, T. C., & Broman, L. (2014). Renewable energy education: A global status review. Renewable and Sustainable Energy Reviews, 34, 300-324. doi: http://dx.doi.org/10.1016/j.rser.2014.02.039 Karabulut, A., Gedik, E., Keçebaş, A., & Alkan, M. A. (2011). An investigation on renewable energy education at the university level in Turkey. Renewable Energy, 36(4), 1293-1297. doi: http://dx.doi.org/10.1016/j.renene.2010.10.006 Keser, Ö. (2003). Energy, environment, and education relationship, in developing countries’ policies: a case study for Turkey. Energy Sources, 25(2), 123-133. Kilinc, A., Stanisstreet, M., & Boyes, E. (2008). Turkish Students' Ideas about Global Warming. International Journal of Environmental and Science Education, 3(2), 89-98. Lawand, T. A., & Ayoub, J. (1996). World Renewable Energy Congress Renewable Energy, Energy Efficiency and the EnvironmentRenewable energy activities in rural Argentina — Educational aspects. Renewable Energy, 9(1), 1194-1198. doi: http://dx.doi.org/10.1016/0960- 1481(96)88491-6 Lay, Y.-F., Khoo, C.-H., Treagust, D. F., & Chandrasegaran, A. L. (2013). Assessing Secondary School Students' Understanding of the Relevance of Energy in Their Daily Lives. International Journal of Environmental and Science Education, 8(1), 199-215. Lay, Y.-F., Khoo, C.-H., Treagust, D. F., & Chandrasegaran, A. L. (2013). Assessing Secondary School Students' Understanding of the Relevance of Energy in Their Daily Lives. International Journal of Environmental and Science Education, 8(1), 199-215. Liarakou, G., Athanasiadis, I., & Gavrilakis, C. (2011). What Greek Secondary School Students Believe about Climate Change? International J
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".