Designing Bioclimatic Buildings to Minimize Energy Consumption: A Study on the Role of Education | Chapter 11 | New Approaches in Engineering Research Vol. 8

Environmental pollution caused by over-consumption of conventional forms of energy, with the building sector leading the way, is one of the major issues that humanity is dealing with today, resulting in a change in the climate and nature, as well as a threat to the lives of people, animals, and plants. The realization of the need to reduce energy use has resulted in an effort to improve building energy performance through the use of bioclimatic architecture principles. The goal is to provide thermal comfort for building occupants by taking use of the favorable climatic conditions in each location. Its goal is to use renewable, non-depletable energy sources such as the sun and air. It necessitates, in particular, the commitment of solar radiation and protection from cold winds in the winter and the utilisation of cool winds in the summer, as well as protection from the sun's scorching rays. In this article, we take into account the fact that, in Greece, sustainability has only lately began to concern the country's populace and administrations. As a result of the Greeks' disinterest or ignorance in questions of sustainability, the majority of the country's building stock is unsustainable, overconsuming structures. The goal of this research is to see how Greece can deal with this negative situation in terms of sustainability by proposing ways to educate students, professionals/engineers, and building users about environmental issues while also emphasising the many benefits of bioclimatic planning for the environment and the economy. The rule, not the exception, should be bioclimatic architecture.

 

Author (S) Details

Sofia Giannarou
Department of Forestry and Management of the Environment and Natural Resources, Democritus University of Thrace, 193 Pantazidou Street, 68 200, Orestiada, Greece.

Michael Tsatiris
Department of Forestry and Management of the Environment and Natural Resources, Democritus University of Thrace, 193 Pantazidou Street, 68 200, Orestiada, Greece.

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The Use of Outdoor Environmental Education in Special Educational Needs and/or Disability Primary Schools: A Comparative Case Study Approach | Chapter 2 | New Horizons in Education and Social Studies Vol. 3

 

The following research describes the effects an environmental education programme had on pupils
with Special Educational Needs and/or Disability. The programme took place through outdoor
activities in two Primary Schools. The research focuses on stances and opinions of 10 pupils,
diagnosed with mild to moderate intellectual disability, towards Environmental Education and
prognoses barriers that may occur in the learning process. Using descriptive statistical analysis to
compare the two groups of pupils, this research suggests the further practice of Outdoor
Environmental Education in Special Education. The data were collected using semi-structured
interviews. The main conclusions of the research were that students who participated in their school’s
environmental educational program seem to be more familiarized with a range of concepts related to
the environment and possess skills linked directly to Environmental Education in relation to their peers
that did not engage in the project. Pupils who participated in the “School Garden”, unlike their peers,
perceived outdoor activities of their school as part of the learning process, in formal education. This
study proposes further research to take place in the area of Outdoor Environmental Education as a
tool for inclusion.

Author(s) Details

Alexandros Stavrianos
Faculty of Social Care & Education, Anglia Ruskin University, Cambridge, England.

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