| Title | Educating On Circular Economy And Diy Materials: How To Introduce These Concepts In Primary School Students? |
|---|---|
| ID_Doc | 2989 |
| Authors | Alarcón, J; Palma, M; Navarrete, L; Hernández, G; Llorens, A |
| Title | Educating On Circular Economy And Diy Materials: How To Introduce These Concepts In Primary School Students? |
| Year | 2019 |
| Published | |
| Abstract | This 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 context. In conclusion, it is important to implement practical experiences, so primary education students carry out a complete cycle of waste collection and material manufacturing, besides of looking for favorable applications to the development of their environment. Integrating this systemic view of the process could increase motivation towards the implementation of waste collection and use systems generated in their community. Encouraging the participation of other actors to build experiences of wider educational and practical benefit is part of this experience project. |
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