Ci a ion: Cos a, M.C.; Fe ei a,
C.A.F.; Pinho, H.J.O. Physics o
Sound o Raise Awa eness o
Sus ainable De elopmen Goals in
he Con ex o STEM Hands-On
Ac i i ies. Sus ainabili y 2023,15,
3676. h ps://doi.o g/10.3390/
su15043676
Academic Edi o : Julie E ns
Recei ed: 23 No embe 2022
Re ised: 9 Feb ua y 2023
Accep ed: 10 Feb ua y 2023
Published: 16 Feb ua y 2023
Copy igh : © 2023 by he au ho s.
Licensee MDPI, Basel, Swi ze land.
This a icle is an open access a icle
dis ibu ed unde he e ms and
condi ions o he C ea i e Commons
A ibu ion (CC BY) license (h ps://
c ea i ecommons.o g/licenses/by/
4.0/).
sus ainabili y
A icle
Physics o Sound o Raise Awa eness o Sus ainable
De elopmen Goals in he Con ex o STEM
Hands-On Ac i i ies
Ma ia C is ina Cos a 1,2,* , Ca los A. F. Fe ei a 1and Hen ique J. O. Pinho 1,*
1Sma Ci ies Resea ch Cen e , Ci2, Ins i u o Poli écnico de Toma , 2300-313 Toma , Po ugal
2In e disciplina y Cen e o Social Sciences, CICS.NOVA, Uni e sidade NOVA de Lisboa,
2829-516 Lisboa, Po ugal
*Co espondence: [email p o ec ed] (M.C.C.); [email p o ec ed] (H.J.O.P.)
Abs ac :
This pape aims o p esen an in e disciplina y app oach in ended o aise awa eness
o Sus ainable De elopmen Goals in he con ex o STEM (Science, Technology, Enginee ing, and
Ma hema ics) hands-on ac i i ies a ge ed o elemen a y and seconda y school. In pa icula , con en s
ela ed o he physics o sound a e used o wa n abou he dange s o noise pollu ion and i s
consequences o heal h, well-being, and p oduc i i y. The e o e, i is c ucial o in o m and aise
communi y awa eness on his issue, as well as on he measu es needed o p e en i s consequences.
This esea ch is inse ed in a b oade pedagogical p ojec ha includes p ima y school and seconda y
school eache s’ p o essional de elopmen and isi s o schools o pe o m se e al hands-on ac i i ies
in class aiming o p o ide s uden s wi h 21s -cen u y skills ela ed o STEM educa ion. Based on
he li e a u e, ques ionnai es, and pa icipan obse a ion, an empi ical s udy was conduc ed wi h
eache s who pa icipa ed in a p o essional de elopmen p og amme. I is concluded ha eache s
and s uden s unde s ood he dange s o noise pollu ion and he measu es o be aken o p e en
hem. The e o e, highe educa ion ins i u ions ha e a c ucial ole in he communi y, namely, h ough
pa ne ships wi h schools and eache s’ aining cen es o aise awa eness and dissemina e and
inc ease Sus ainable De elopmen p ac ices in he communi y.
Keywo ds:
educa ion o sus ainable de elopmen ; sound physics; noise pollu ion; hands-on;
STEM educa ion
1. In oduc ion
The Sus ainable De elopmen Goals o he Uni ed Na ions 2030 Agenda we e de ined
wi h he aim o p o iding be e li ing condi ions o ou plane [
1
]. In his con ex , he e is
a need o de eloping ini ia i es and ac i i ies o aise awa eness o achie e he 17 p oposed
goals, which equi es collabo a ion be ween coun ies and se e al s akeholde s such as
companies, local go e nmen s, egional and in e na ional o ganisa ions, and ci il socie y,
among o he s [2,3].
This pape aims o aise awa eness o SDGs (Sus ainable De elopmen Goals) in he
con ex o he physics o sound, namely, by wa ning abou he dange s o noise pollu ion
and i s consequences o heal h and well-being in indus ial, educa ional, o en i onmen al
a eas. En i onmen al noise is a o m o pollu ion ha can ha e se ious heal h consequences
o popula ions epea edly subjec ed o his exposu e [
4
–
8
]. Fo example, in addi ion o
causing hea ing loss o e ime, i can also p o oke high blood p essu e and s ess, which
a ec s well-being and p oduc i i y [9,10].
The e o e, i is necessa y o moni o sound le els in he en i onmen o check i hese
a e wi hin he sa e y s anda ds. In his ega d, municipali ies and o he o ganisa ions
moni o hei communi ies o ind ou i he ecommended alues a e being me and i he e
is a need o measu es o ensu e ha he ecommended alues a e no exceeded [
11
–
13
].
Sus ainabili y 2023,15, 3676. h ps://doi.o g/10.3390/su15043676 h ps://www.mdpi.com/jou nal/sus ainabili y
Sus ainabili y 2023,15, 3676 2 o 24
In his con ex , se e al aspec s need o be aken in o accoun , in pa icula noise pollu ion,
including noise impac s such as annoyance, sleep dis u bance, blood p essu e, and ela ed
illness, men al heal h, o e en he educ ion o quie a eas, in o de o iden i y non-heal hy
beha iou s and p o ide measu es o p e en i [14–16].
Gi en he abo e, i is c ucial o in o m and aise communi y awa eness on his issue,
as well as on he measu es o be aken o p e en he isks associa ed wi h noise pollu ion.
In his sense, highe educa ion ins i u ions play a ele an ole no only by de eloping
esea ch bu also by in e ening in he communi y since hey a e holde s o specialised
knowledge ha should be placed a he se ice o socie y [17,18].
This pape p esen s an empi ical s udy ha in ol es an in e disciplina y app oach
ela ed o SDGs in he con ex o STEM (Science, Technology, Enginee ing, and Ma hema ics)
educa ion ha includes a p o essional de elopmen p og amme (PDP) o eache s and
wo kshops o s uden s. In pa icula , con en and hands-on ac i i ies ela ed o he physics
o sound a e included o d aw a en ion o his issue and i s ela ionship wi h he SDGs. In
his ega d, wo kshops a ge ing elemen a y and seconda y school eache s and s uden s
we e de eloped. The wo kshop o eache s aims a p o iding hem wi h knowledge and
skills o de elop hands-on p ac ices ela ed o SDGs in his heme and also awakening hem
o he ele an ole hey can play in aising awa eness as p omo e s o SDG p ac ices. The
wo kshop o s uden s aims o mo i a e hem o de elop SDG p ac ices and dissemina e
hem in he communi y. In ac , hey end up in luencing hei amily and iends, as well as
e e yone wi h whom hey ela e, c ea ing a mul iplying e ec .
To he au ho s’ knowledge, no simila s udies a e connec ed o he ela ionship be-
ween sound and SDGs and he need o inc ease communi y awa eness o his issue h ough
pa ne ships wi h highe educa ion, schools, and eache s’ aining cen es. The e o e, his
is an impo an con ibu ion o he li e a u e conce ning in e en ion p ojec s in ol ing
pa ne ships wi h he aim o con ibu ing o he SDGs. In his ega d, se e al esea ch
ques ions can be aised:
•
Do eache s ha e he knowledge and mo i a ion o de elop SDG p ac ices and aise
awa eness o he need o p e en noise pollu ion?
•
Wha a e eache s’ pe cep ions abou hei ole and he impo ance o aising awa eness
and dissemina ing SDGs in schools and he communi y?
•Do s uden s unde s and he need o ake in o accoun he noise le el?
•
Can collabo a i e p ojec s ha e an impac on eache s’ knowledge and sel -con idence
o aise s uden s’ awa eness o he SDGs and he issues ela ed o noise pollu ion?
This s udy is included in a b oade p ojec , he Academy o Science, A , and He i age
(AcademiaCAP, Academia da Ciência, A e e Pa imónio), in a highe educa ion ins i u e in
Po ugal. Since 2013, he AcademiaCAP (www.academiacap.ip .p ) has been a pedagogical
in e en ion p ojec a ge ed o p omo e STEAM educa ion. The main objec i e is o
p o ide s uden s wi h 21s -cen u y skills ela ed o STEM educa ion [
19
–
22
]. In his con ex ,
se e al a i ac s, p o o ypes, and hands-on p ac ices a e de eloped by highe educa ion
s uden s supe ised by highe educa ion eache s o be implemen ed in schools [
23
–
25
].
Besides se e al STEAM hands-on ac i i ies in he communi y a ge ed a p ima y and
middle school s uden s, i also os e s eache s’ p o essional de elopmen [
26
,
27
]. In his
ega d, pa ne ships a e p omo ed wi h municipali y o ganisa ions, eache aining cen es,
school clus e s, and school lib a ies, among o he s. AcademiaCAP de elops p ojec s using
a ious sou ces o suppo om na ional and Eu opean unds, as well as p o iding se ices
o a ious en i ies such as aining cen es and municipali ies.
The pape is o ganised as ollows. The nex sec ion p esen s he backg ound and
con ex o he s udy; he me hodology is desc ibed in Sec ion h ee; Sec ion ou is dedica ed
o he desc ip ion o he hands-on expe imen s ela ed o sound and SDGs; Sec ion i e
con ains da a analysis and esul s, including he analysis o ques ionnai e esponses; Sec ion
six discussion o he esul s om da a analysis; and inally, in Sec ion se en, conclusions
and u u e wo k a e p esen ed.
Sus ainabili y 2023,15, 3676 3 o 24
2. SDGs and Physics o Sound
As e e ed o in he in oduc ion, he 17 SDGs aimed o p o ide be e li ing condi-
ions o ou li es and he plane [
1
]. In his esea ch, he 3 d and 4 h goals a e highligh ed:
“Ensu e heal hy li es and p omo e well-being o all a all ages” and “Ensu e inclusi e
and equi able quali y educa ion and p omo e li elong lea ning oppo uni ies o all”. All
ac i i ies o he AcademiaCAP a e in line wi h hose goals.
Addi ionally, one o he a ge s in he 3 d goal is: “By 2030, subs an ially educe
he numbe o dea hs and illnesses om haza dous chemicals and ai , wa e , and soil
pollu ion and con amina ion”. The audio, when in en ionally p oduced by ampli ie s
and loudspeake s, consumes ene gy. When i occu s in po able in o ainmen sys ems
(in o ma ion and en e ainmen ) like mobile phones, able s, and lap ops (whose use is
g owing eno mously), ene gy is p o ided by ba e y usage. Pollu ion due o ba e y
p oduc ion and use is an ac ual heme due o ma e ial ex ac ion pollu ion because ba e ies
a e, ul ima ely, haza dous was e because o hei oxic con en s and eac i e p ope ies.
Consequen ly, mode a e use a mode a e le els ex ends ba e y li e.
The p e iously poin ed SDGs a e also ela ed o SDG 11: “Make ci ies and human
se lemen s inclusi e, sa e, esilien and sus ainable”; and SDG 17: “S eng hen he means o
implemen a ion and e i alize he global pa ne ship o sus ainable de elopmen ”, among
o he s, like SDG 14 and 15, by calling a en ion o sound pollu ion and i s consequences. In
he cu en p ojec , o example, a pa ne ship wi h se e al s akeholde s, such as a eache
aining cen e, school lib a y, and clus e s o schools, was p omo ed o aise awa eness o
SDGs and o de elop ini ia i es ela ed o his heme in schools and he communi y.
The physics o sound is also included in school cu icula since he i s g ades o
p ima y school, ein o cing his, as desc ibed in his pape . Fo his eason, i is one o he
opics de eloped and implemen ed in he wo kshops.
One o he ques ions aised is abou noise and i s consequences o heal h and well-
being: how o measu e and p e en o minimise noise le els?
Fi s , noise mus be de ined. In he cu en wo k, noise is he pe u ba ion ha causes
conce n, a ec ing people and animals in gene al, hei bio hy hm, heal h, es , capaci y
o communica e, e c. Noise, in gene al, can be de ined as an unwan ed and/o ha m ul
sound. In an e olu ion o he concep by Fink [
28
], ambien noise is “ he new second-hand
smoke”. I causes hea ing loss; dis up ion o sleep and speech communica ion ( ha can
lead o acciden s); ca dio ascula diseases, and dea h due o s ess-induced p oblems.
Acco ding o he Wo ld Heal h O ganiza ion 2018 epo , in Eu ope, mo e han 100
million a e a ec ed by oad a ic noise [
13
]. In addi ion, mo e han 1.6 million heal hy
yea s o li e a e los as a esul o oad a ic noise in wes e n Eu ope alone. O he sou ces
o en i onmen al noise can come om ailways, ai c a , wind u bines, o leisu e noise.
Leisu e noise can esul om nigh clubs, pubs, i ness classes, li e spo ing e en s, conce s,
li e music enues, o lis ening o loud music h ough pe sonal lis ening de ices.
Gi en he g owing ecogni ion o he isks posed by noise pollu ion, he e is a need
o adop measu es o p e en he popula ion om su e ing he consequences o his
exposu e. The e o e, he e a e se e al ecommenda ions o p o ec ing human heal h om
exposu e o en i onmen al noise. Fo example, he Wo ld Heal h O ganiza ion p esen s
guidelines ha con ibu e o he 2030 Agenda o Sus ainable De elopmen because hey
can in luence u ban, anspo , and ene gy policies, among o he s [
13
]. These guidelines
a e ecommenda ions aimed a he policy amewo k o oad a ic noise, ailway noise,
ai c a noise, wind u bine noise, and leisu e noise, a ed as ei he s ong o condi ional
(Table 1). In his con ex , condi ional ecommenda ion le el means: “ ecommenda ion
equi es a policy-making p ocess wi h subs an ial deba e and in ol emen o a ious
s akeholde s. As a esul , he e is less ce ain y o i s e icacy owing o lowe quali y o
e idence o a ne bene i , opposing alues and p e e ences o indi iduals and popula ions
a ec ed, o he high esou ce implica ions o he ecommenda ion, meaning he e may be
ci cums ances o se ings in which i will no apply” (Wo ld Heal h O ganiza ion, 2018,
p. XV) [13].
Sus ainabili y 2023,15, 3676 4 o 24
Table 1. Le els o noise ecommended by he Wo ld Heal h O ganiza ion 2018 [13].
Type o Noise
Recommended Sound Le els 1
S eng h
A e age Exposu e
(Lden)
Nigh Exposu e
(Lnigh )
Road a ic Below 53 dB Below 45 dB S ong
Railway Below 54 dB Below 44 dB S ong
Ai c a Below 45 dB Below 40 dB S ong
Wind u bine Below 45 dB Condi ional
Leisu e A e age below 70 dB 2Condi ional
1
Noise le els o he day-e ening-nigh pe iod (Lden) and o e nigh (Lnigh ), ep esen ing he sound le els
esul ing om he a e age con ibu ion o all noise sou ces, o he all- ime, ypically o e one yea . The di e en
le els ha e penal ies o he mo e sensible pe iods.
2
Yea ly a e age om all leisu e noise sou ces combined o
70 dB.
Mo eo e , se e al guiding p inciples a e p oposed (Wo ld Heal h O ganiza ion, 2018,
p. 105–106) [13]:
•Reduce exposu e o noise while conse ing quie a eas;
•P omo e in e en ions o educe exposu e o noise and imp o e heal h;
•
Coo dina e app oaches o con ol noise sou ces and o he en i onmen al heal h isks;
•In o m and in ol e communi ies po en ially a ec ed by a change in noise exposu e.
The li e a u e p esen s se e al pape s app oaching e ec i e noise con ol measu es
such as noise mapping, echnical, planning, beha iou al, and educa ional solu ions, as he
wo k o Oyedepo e al. [29].
I is, he e o e, essen ial o sensi ise he popula ion o he dange s o noise pollu ion
and p essu e poli ical decision-make s on he impo ance o complying wi h legisla ion
o p e en he isks associa ed wi h excessi e noise. Wi h noise p e en ion, well-being is
imp o ed, as well as he educ ion o acciden s, which esul s in be e heal h condi ions,
highe p oduc i i y, and consequen ly educed heal h and labou cos s, which is a g ea
social and economic bene i o coun ies.
3. Me hodology
I was in pa ne ship wi h a eache s’ aining cen e (T aining Cen e “Os Templá ios”,
Toma , Po ugal) ha a wo kshop was p epa ed o aise awa eness o SDGs in he con ex
o he physics o sound o 3 h. In addi ion, wi h a pa ne ship wi h Comunidade In e mu-
nicipal do Médio Tejo (CIMT) and schools, ano he wo kshop ela ed o he same heme was
implemen ed wi h p ima y school s uden s o 1 h and 30 min. Bo h wo kshops we e im-
plemen ed wi h an inqui y app oach, whe e heo e ical con en was in oduced a he same
ime as se e al hands-on p ac ices we e de eloped o illus a e he phenomena/concep s
in ended o be ansmi ed o he pa icipan s. In his ega d, senso y expe imen s wi h
sound wi hin he amewo k o he SDGs we e p omo ed, seeking o ale o he dange s
o noise pollu ion while in oducing he heme, acco ding o he cu iculum o schools.
Mo eo e , i highligh ed he impo ance o p omo ing sus ainable de elopmen p ac ices
o imp o e heal h and well-being. Fu he mo e, i emphasises he ole o each one o
us as p omo e s no only o sus ainable p ac ices bu also o hei dissemina ion in he
communi y.
This pape uses a mixed me hodology wi h ques ionnai es applied be o e and a e
he wo kshops and a quali a i e and in e p e a i e app oach ha includes pa icipan
obse a ion [
30
,
31
]. Pa icipan obse a ion occu ed du ing he wo kshops wi h eache s
and s uden s, whe e he au ho s o his pape we e he acili a o s. The ques ionnai es
a ge ed o eache s we e de eloped by he au ho s in Google Fo ms and we e made
a ailable online. On he o he hand, he s uden s answe ed p in ed ques ionnai es.
Nex subsec ions desc ibe he wo kshops a ge ed o eache s and s uden s as well as
he pa icipan s in he s udy and ques ionnai es applied o eache s and s uden s.
Sus ainabili y 2023,15, 3676 5 o 24
3.1. Wo kshop P esen ed o Teache s
The main goal o he wo kshop a ge ed o eache s was o aise hei awa eness abou
he impo ance o de eloping SDG p ac ices, in pa icula hose ela ed o he physics o
sound, which is a subjec included in school cu icula. In his ega d, he wo kshop was
o ganised as ollows: (i) in oduc ion o he wo kshop and illing in he i s ques ionnai e;
(ii) aising awa eness abou he impo ance o in oducing new ools and me hodologies
o engage s uden s o lea n cu icula con en s; (iii) p esen a ion o he SDGs, in pa icula ,
hose ela ed o sound; (i ) li e demons a ion o hands-on expe imen s ela ed o sound;
( ) ocus g oup o discuss and assess eache s’ pe cep ions abou his hema ic; ( i) illing
in he second ques ionnai e.
A desc ip ion o he hands-on expe imen s ela ed o sound will be p o ided in he
nex sec ion. The goal o he hands-on expe imen s was o mo i a e and p epa e eache s o
p omo e his app oach wi h hei s uden s and be ehicles o good p ac ices in hei schools
and communi ies ela ed o he hema ic app oaches in he wo kshop.
3.2. Ques ionnai es Applied o Teache s
In he ques ionnai e applied be o e he wo kshop, he i s ques ions we e abou he
cha ac e isa ion o he pa icipan s, including hei age, he g ade le el hey each, and
hei subjec ma e g oup. The esul s o hese ques ions a e p esen ed in Tables 2and 3
om he nex sub-session. The ollowing ques ions o he same ques ionnai e we e abou
SDGs, and he las ques ions we e ela ed o sound.
Table 2. Age o he eache s who pa icipa ed in he wo kshop.
Age Range ≤40 40–50 50–55 55–60 ≥60
F equency 0 (0%) 9 (34.6%) 8 (30.8%) 6 (23.1%) 3 (11.5%)
Table 3. Subjec Ma e g oups and g ade le els o he pa icipan s in he wo kshop.
Subjec Code 1Subjec Le el o School F equency
100 - P eschool educa ion 2 (7.7%)
110 Po uguese, Ma hema ics,
S udy o he en i onmen
1s cycle o
elemen a y school 9 (34.6%)
230 Ma hema ics and Na u al
Sciences
2nd cycle o
elemen a y school 2 (7.7%)
500 Ma hema ics 3 d cycle o elemen a y
and seconda y school 2 (7.7%)
510 Physics and Chemis y 3 d cycle o elemen a y
and seconda y school 6 (23.1%)
300, 400, 420, 520, 600
Po uguese, His o y,
Geog aphy, Biology and
Geology, Visual A s
3 d cycle o elemen a y
and seconda y school 5 (19.2%)
1Acco ding o Po uguese Thema ic and Scien i ic A eas classi ica ion.
The second ques ionnai e, applied a he end o he wo kshop, was in ended o assess
he e olu ion o eache s’ knowledge and hei pe cep ions abou he con en augh in
he wo kshop. In pa icula , he goal was o assess se e al dimensions such as (i) eache s’
knowledge abou he SDG and sound; (ii) ecogni ion o he ole o schools in de eloping
SD p ac ices; (iii) he ole o schools in aising awa eness and dissemina ing SD p ac ices
h ough he communi y.
Bo h ques ionnai es included ques ions o di e en ypes om Open, Mul iple choice,
and Yes/No op ions. Mos o he ques ions ollow a i e-poin Like scale wi h 1 o “No
a all” and 5 o “Ve y high”. Da a analysis and esul s o bo h ques ionnai es a e p o ided
in Sec ion 5.

Sus ainabili y 2023,15, 3676 6 o 24
3.3. Pa icipan Teache s
Pa icipan s a e 26 eache s (24 emale and wo male eache s) who pa icipa ed in
he wo kshop and olun a ily answe ed he ques ionnai e. The ollowing ables p o ide
in o ma ion abou he age o he eache s, he g ade le el hey each, and hei subjec
ma e g oup. As shown in Table 2, all eache s a e mo e han 40 yea s old, and 65.4% a e
mo e han 50 yea s old. Table 3p o ides in o ma ion abou he dis ibu ion o he eache s
by hei subjec ma e g oups and he g ade le el hey each.
As can be seen, in Table 3, mos eache s a e om he 1s cycle o elemen a y school
(34.6%), and he Physics and Chemis y g oup o he 3 d cycle o elemen a y and seconda y
school (23.1%). In all, eache s om 10 di e en subjec ma e g oups pa icipa ed in he
wo kshop.
3.4. Ques ionnai es Applied o S uden s
Two ques ionnai es we e applied o s uden s be o e and a e he wo kshop consis ing
o he hands-on expe imen s desc ibed in Sec ion 4.
Bo h ques ionnai es con ained he same ques ions lis ed in Sec ion 5. The ques ions
included a se o Open, Mul iple choice, and Yes/No op ions, bu also some ollowing a
i e-poin Like scale wi h 1 o “No a all” and 5 o “Ve y high”. Da a analysis and
esul s o bo h ques ionnai es a e p o ided in Sec ion 5.
3.5. Pa icipan S uden s
A o al o 63 s uden s om p ima y school (35 gi ls and 28 boys) pa icipa ed in he
wo kshop and olun a ily answe ed he ques ionnai e. Table 4p o ides in o ma ion abou
he age o he s uden s. 45.9% o hose s uden s a e en olled in he 3 d yea , and 54.1% in
he 4 h yea o p ima y school. Two s uden s did no answe he age ques ion.
Table 4. Age o he s uden s who pa icipa ed in he wo kshop.
Age (Yea s Old) 8 9 10
F equency 18 (28.6%) 31 (49.2%) 14 (22.2%)
3.6. Da a Analysis
The da a ga he ed om he ques ionnai es we e o ganised and wo ked ou using he
Mic oso Excel®sp eadshee ing so wa e, e sion 2206, 64 bi .
IBM SPSS
®
so wa e package e sion 26 was used o pe o m a - es e alua ion o
he signi icance o di e ences in he mean o Like ’s da a o di ec compa able ques ions
be o e and a e he wo kshop, conside ing a con idence le el o 95%.
4. Hands-On Expe imen s Rela ed o Sound and SDGs
“Hands-on” ac i i ies a e a e y e ec i e way o in ol ing he communi y in ac i i ies,
in his case, eache s and especially s uden s. Mo eo e , i p omo es in e es , a en ion, and
long-las ing memo y, which makes i an eme ging pedagogy [32,33].
In e ms o me hodology, i s , hands-on expe imen s we e pe o med wi h s uden s
o make hem unde s and he sound phenomena and i s p ope ies; hen, in wha is called
he second pa , he e ec s o noise a e add essed o p omo e awa eness o he causes and
dange s o noise pollu ion and ela e wi h ac ions o add ess he p oblem. This “in-class”
STEM app oach includes hands-on expe imen s guided by he acili a o s, as desc ibed in
Cos a e al. [27].
Teache s a e na u al ehicles o p omo ing he dissemina ion o ele an in o ma ion;
he objec i e is o make s uden s awa e o p oblems ha a ec socie y, p omo e hei
engagemen in dissemina ing in o ma ion and p omo e solu ions o sol e hese p oblems
in hei amilies and communi ies in gene al. The e o e, majo e o s in eache aining
a e aken o help eache s implemen hese new app oaches in hei lessons.
Sus ainabili y 2023,15, 3676 7 o 24
The i s pa : unde s anding he sound phenomena and i s p ope ies, implies ha
along he p esen a ion, he mul iple aspec s o sound a e p esen ed and expe ienced. The
ques ion “wha is sound” (p essu e a ia ions and consequen mo emen in he medium) is
aised. In Figu e 1a, a loudspeake is used, so he ib a ion is “ el ” a di e en equencies.
Figu e 1b shows he analogy wi h he p opaga ion o a wa e in a sp ing.
Sus ainabili y 2023, 15, x FOR PEER REVIEW 7 o 24
he second pa , he e ec s o noise a e add essed o p omo e awa eness o he causes and
dange s o noise pollu ion and ela e wi h ac ions o add ess he p oblem. This “in-class”
STEM app oach includes hands-on expe imen s guided by he acili a o s, as desc ibed in
Cos a e al. [27].
Teache s a e na u al ehicles o p omo ing he dissemina ion o ele an
in o ma ion; he objec i e is o make s uden s awa e o p oblems ha a ec socie y,
p omo e hei engagemen in dissemina ing in o ma ion and p omo e solu ions o sol e
hese p oblems in hei amilies and communi ies in gene al. The e o e, majo e o s in
eache aining a e aken o help eache s implemen hese new app oaches in hei
lessons.
The i s pa : unde s anding he sound phenomena and i s p ope ies, implies ha
along he p esen a ion, he mul iple aspec s o sound a e p esen ed and expe ienced. The
ques ion “wha is sound” (p essu e a ia ions and consequen mo emen in he medium)
is aised. In Figu e 1a, a loudspeake is used, so he ib a ion is “ el ” a di e en
equencies. Figu e 1b shows he analogy wi h he p opaga ion o a wa e in a sp ing.
(a) (b)
Figu e 1. Rela ing sound wi h ib a ion and wa e p opaga ion: by eeling loudspeake ib a ion
(a); and seeing wa e p opaga ion in a sp ing (b).
To make he sound wa es “ isible” and “ el /hea d” in he space, s anding wa es in
Chladni Pla es (Figu e 2a–c) and he school oom (Figu e 2d) a e made a di e en
equencies. By using sand in he Chladni pla es, he wa es became isible. When
ep oducing sinewa es in ooms a one o i s acous ic modes, he s uden s can mo e along
i and lis en o he di e en in ensi ies a di e en places, con i ming ha he e a e sound
wa es in ha space.
(a) (b) (c)
Figu e 1.
Rela ing sound wi h ib a ion and wa e p opaga ion: by eeling loudspeake ib a ion (
a
);
and seeing wa e p opaga ion in a sp ing (b).
To make he sound wa es “ isible” and “ el /hea d” in he space, s anding wa es in
Chladni Pla es (Figu e 2a–c) and he school oom (Figu e 2d) a e made a di e en equen-
cies. By using sand in he Chladni pla es, he wa es became isible. When ep oducing
sinewa es in ooms a one o i s acous ic modes, he s uden s can mo e along i and lis en
o he di e en in ensi ies a di e en places, con i ming ha he e a e sound wa es in ha
space.
Then he equency concep is in oduced as he numbe o oscilla ions pe second,
and he equencies ha each animal hea s a e iden i ied. The uppe limi o each s uden ’s
hea ing is es ed and ela ed o e en ual o i is, noise exposu e, e c. Some applica ions o
sound a e iden i ied: communica ion, en e ainmen , wa ning, e c.
Sus ainabili y 2023, 15, x FOR PEER REVIEW 7 o 24
he second pa , he e ec s o noise a e add essed o p omo e awa eness o he causes and
dange s o noise pollu ion and ela e wi h ac ions o add ess he p oblem. This “in-class”
STEM app oach includes hands-on expe imen s guided by he acili a o s, as desc ibed in
Cos a e al. [27].
Teache s a e na u al ehicles o p omo ing he dissemina ion o ele an
in o ma ion; he objec i e is o make s uden s awa e o p oblems ha a ec socie y,
p omo e hei engagemen in dissemina ing in o ma ion and p omo e solu ions o sol e
hese p oblems in hei amilies and communi ies in gene al. The e o e, majo e o s in
eache aining a e aken o help eache s implemen hese new app oaches in hei
lessons.
The i s pa : unde s anding he sound phenomena and i s p ope ies, implies ha
along he p esen a ion, he mul iple aspec s o sound a e p esen ed and expe ienced. The
ques ion “wha is sound” (p essu e a ia ions and consequen mo emen in he medium)
is aised. In Figu e 1a, a loudspeake is used, so he ib a ion is “ el ” a di e en
equencies. Figu e 1b shows he analogy wi h he p opaga ion o a wa e in a sp ing.
(a) (b)
Figu e 1. Rela ing sound wi h ib a ion and wa e p opaga ion: by eeling loudspeake ib a ion
(a); and seeing wa e p opaga ion in a sp ing (b).
To make he sound wa es “ isible” and “ el /hea d” in he space, s anding wa es in
Chladni Pla es (Figu e 2a–c) and he school oom (Figu e 2d) a e made a di e en
equencies. By using sand in he Chladni pla es, he wa es became isible. When
ep oducing sinewa es in ooms a one o i s acous ic modes, he s uden s can mo e along
i and lis en o he di e en in ensi ies a di e en places, con i ming ha he e a e sound
wa es in ha space.
(a) (b) (c)
Figu e 2. Con .
Sus ainabili y 2023,15, 3676 8 o 24
Sus ainabili y 2023, 15, x FOR PEER REVIEW 8 o 24
(d)
Figu e 2. “Visualisa ion” o wa es by using s anding wa es; in solids: (a–c) Chladni Pla es a
di e en equencies (a) 464 Hz; (b) 3112 Hz; (c) 4310 Hz; and by “ eeling/hea ing i ” by oom
exci a ion a di e en equencies (d).
Then he equency concep is in oduced as he numbe o oscilla ions pe second,
and he equencies ha each animal hea s a e iden i ied. The uppe limi o each s uden ’s
hea ing is es ed and ela ed o e en ual o i is, noise exposu e, e c. Some applica ions o
sound a e iden i ied: communica ion, en e ainmen , wa ning, e c.
In he second pa , he de ini ion o sound le els in dB is add essed. Using a sound
le el me e , s uden s a e in i ed o measu e en i onmen al noise. By asking hem o alk
loude and loude , i can be seen ha he subsequen sound le el ge s highe (Figu e 3a).
A abou 85 o 90 dB, he e ec s p o oke hea ing loss (o he e ec s a e, o example,
i i a ion, s ess, ascula p oblems, no allowing communica ion, e c.) [5,7,8].
(a) (b) (c)
Figu e 3. Concep o sound in ensi y and measu ing i a di e en le els wi h a sound le el me e
(a); iden i ica ion o le els p oduced by di e en sys ems, such as an elec ic appliance (b); and a
mo o ehicle (c).
Me hods o limi ing p oduc ion, p opaga ion, and e ec s o noise a e hen add essed.
A en ion is d awn o he ac ha he e is al eady an indica ion o he le els p oduced
h ough he labelling o household appliances (Figu e 3b) o indica ions in a ehicle’s
egis a ion bookle (Figu e 3c). The p opaga ion speed and applica ions—echoloca ion
(sona s: ba s and dolphins, e c.), a e also men ioned.
A en ion is also d awn o he exis ence o digi al so wa e ools ha can be ins alled
on mobile phones and allow measu ing he app oxima e sound in ensi y inside and
ou side he school, hus in ol ing amily ci cles and p omo ing ac i e and pa icipa o y
me hods.
Figu e 2.
“Visualisa ion” o wa es by using s anding wa es; in solids: (
a
–
c
) Chladni Pla es a di e en
equencies (
a
) 464 Hz; (
b
) 3112 Hz; (
c
) 4310 Hz; and by “ eeling/hea ing i ” by oom exci a ion a
di e en equencies (d).
In he second pa , he de ini ion o sound le els in dB is add essed. Using a sound
le el me e , s uden s a e in i ed o measu e en i onmen al noise. By asking hem o alk
loude and loude , i can be seen ha he subsequen sound le el ge s highe (Figu e 3a). A
abou 85 o 90 dB, he e ec s p o oke hea ing loss (o he e ec s a e, o example, i i a ion,
s ess, ascula p oblems, no allowing communica ion, e c.) [5,7,8].
Sus ainabili y 2023, 15, x FOR PEER REVIEW 8 o 24
(d)
Figu e 2. “Visualisa ion” o wa es by using s anding wa es; in solids: (a–c) Chladni Pla es a
di e en equencies (a) 464 Hz; (b) 3112 Hz; (c) 4310 Hz; and by “ eeling/hea ing i ” by oom
exci a ion a di e en equencies (d).
Then he equency concep is in oduced as he numbe o oscilla ions pe second,
and he equencies ha each animal hea s a e iden i ied. The uppe limi o each s uden ’s
hea ing is es ed and ela ed o e en ual o i is, noise exposu e, e c. Some applica ions o
sound a e iden i ied: communica ion, en e ainmen , wa ning, e c.
In he second pa , he de ini ion o sound le els in dB is add essed. Using a sound
le el me e , s uden s a e in i ed o measu e en i onmen al noise. By asking hem o alk
loude and loude , i can be seen ha he subsequen sound le el ge s highe (Figu e 3a).
A abou 85 o 90 dB, he e ec s p o oke hea ing loss (o he e ec s a e, o example,
i i a ion, s ess, ascula p oblems, no allowing communica ion, e c.) [5,7,8].
(a) (b) (c)
Figu e 3. Concep o sound in ensi y and measu ing i a di e en le els wi h a sound le el me e
(a); iden i ica ion o le els p oduced by di e en sys ems, such as an elec ic appliance (b); and a
mo o ehicle (c).
Me hods o limi ing p oduc ion, p opaga ion, and e ec s o noise a e hen add essed.
A en ion is d awn o he ac ha he e is al eady an indica ion o he le els p oduced
h ough he labelling o household appliances (Figu e 3b) o indica ions in a ehicle’s
egis a ion bookle (Figu e 3c). The p opaga ion speed and applica ions—echoloca ion
(sona s: ba s and dolphins, e c.), a e also men ioned.
A en ion is also d awn o he exis ence o digi al so wa e ools ha can be ins alled
on mobile phones and allow measu ing he app oxima e sound in ensi y inside and
ou side he school, hus in ol ing amily ci cles and p omo ing ac i e and pa icipa o y
me hods.
Figu e 3.
Concep o sound in ensi y and measu ing i a di e en le els wi h a sound le el me e (
a
);
iden i ica ion o le els p oduced by di e en sys ems, such as an elec ic appliance (
b
); and a mo o
ehicle (c).
Me hods o limi ing p oduc ion, p opaga ion, and e ec s o noise a e hen add essed.
A en ion is d awn o he ac ha he e is al eady an indica ion o he le els p oduced
h ough he labelling o household appliances (Figu e 3b) o indica ions in a ehicle’s
egis a ion bookle (Figu e 3c). The p opaga ion speed and applica ions—echoloca ion
(sona s: ba s and dolphins, e c.), a e also men ioned.
A en ion is also d awn o he exis ence o digi al so wa e ools ha can be ins alled
on mobile phones and allow measu ing he app oxima e sound in ensi y inside and ou side
he school, hus in ol ing amily ci cles and p omo ing ac i e and pa icipa o y me hods.
Some p o ec i e measu es agains noise pollu ion and i s e ec s a e also iden i ied:
do no play loud music, and pu on p o ec o s when he e a e high le els o noise. In
Sus ainabili y 2023,15, 3676 9 o 24
addi ion, dis ance you sel om excessi e sound sou ces, such as music conce s, among
o he examples.
Because humou and social in e ac ion a e also impo an o p omo e he willingness
o pa icipa e and ha e un, an elec onic sys em ha p oduces a equency p opo ional
o he elec ical conduc ion o he human body was also used [
34
]. This one was buil
especially o hese ypes o sessions. S uden s and eache s a e in i ed o es “ he sound
o you body” (Figu e 4), which in a iably leads o unny si ua ions.
Sus ainabili y 2023, 15, x FOR PEER REVIEW 9 o 24
Some p o ec i e measu es agains noise pollu ion and i s e ec s a e also iden i ied:
do no play loud music, and pu on p o ec o s when he e a e high le els o noise. In
addi ion, dis ance you sel om excessi e sound sou ces, such as music conce s, among
o he examples.
Because humou and social in e ac ion a e also impo an o p omo e he willingness
o pa icipa e and ha e un, an elec onic sys em ha p oduces a equency p opo ional
o he elec ical conduc ion o he human body was also used [34]. This one was buil
especially o hese ypes o sessions. S uden s and eache s a e in i ed o es “ he sound
o you body” (Figu e 4), which in a iably leads o unny si ua ions.
Figu e 4. The joy o disco e ing and playing: an elec onic sys em ha p oduces a equency
p opo ional o he human body’s elec ical conduc ion.
5. Da a Analysis and Resul s
This sec ion includes wo subsec ions. The i s one p esen s he esul s o he
ques ionnai es applied o eache s who pa icipa ed in he PDP. In he second subsec ion,
he esul s o he ques ionnai es applied o s uden s du ing he wo kshops a schools a e
p o ided.
5.1. Resul s o he Ques ionnai es Applied o Teache s
The ollowing ables include he ques ions o he ques ionnai es applied o eache s
be o e and a e he wo kshop ela ed o SDGs and he physics o sound, and also he
main esul s o he answe s o he ques ions (Tables 5 and 6).
Table 5. Ques ions o he i s ques ionnai e o eache s (be o e he wo kshop).
Label Ques ion Type Main Resul Fig.
Q1_A Do you know he Uni ed Na ion Sus ainable De elopmen
Goals (UN SDG)? Yes/No Yes = 61.5 % −
Q2_A I you answe ed yes o he p e ious ques ion, indica e wo o
h ee goals. Open −
Q3_A Ha e you pa icipa ed in any PDP ela ed o he SDGs? Yes/No No = 96.2 %
Q4_A
Selec he h ee op ions ha seem mos co ec o you ega ding
Sus ainable De elopmen (SD):
• Economic de elopmen ;
• Abili y o c ea e p ojec s ha will las in he u u e;
• En i onmen al issues;
• Social issues;
• P omo ing educa ion;
• Be e heal h condi ions;
• Noise le el mappings o popula ion a eas.
Mul iple
choice
6 (15.4%)
13 (50.0%)
24 (92.3%)
12 (46.2%)
19 (73.1%
12 (46.2%)
6 (23.1%)
−
Figu e 4.
The joy o disco e ing and playing: an elec onic sys em ha p oduces a equency
p opo ional o he human body’s elec ical conduc ion.
5. Da a Analysis and Resul s
This sec ion includes wo subsec ions. The i s one p esen s he esul s o he ques ion-
nai es applied o eache s who pa icipa ed in he PDP. In he second subsec ion, he esul s
o he ques ionnai es applied o s uden s du ing he wo kshops a schools a e p o ided.
5.1. Resul s o he Ques ionnai es Applied o Teache s
The ollowing ables include he ques ions o he ques ionnai es applied o eache s
be o e and a e he wo kshop ela ed o SDGs and he physics o sound, and also he main
esul s o he answe s o he ques ions (Tables 5and 6).
Table 5. Ques ions o he i s ques ionnai e o eache s (be o e he wo kshop).
Label Ques ion Type Main Resul Fig.
Q1_A
Do you know he Uni ed Na ion
Sus ainable De elopmen Goals (UN
SDG)?
Yes/No Yes = 61.5 % −
Q2_A I you answe ed yes o he p e ious
ques ion, indica e wo o h ee goals. Open −
Q3_A
Ha e you pa icipa ed in any PDP ela ed
o he SDGs? Yes/No No = 96.2 %
Q4_A
Selec he h ee op ions ha seem mos
co ec o you ega ding Sus ainable
De elopmen (SD):
•Economic de elopmen ;
•Abili y o c ea e p ojec s ha will
las in he u u e;
•En i onmen al issues;
•Social issues;
•P omo ing educa ion;
•Be e heal h condi ions;
•Noise le el mappings o popula ion
a eas.
Mul iple choice
6 (15.4%)
13 (50.0%)
24 (92.3%)
12 (46.2%)
19 (73.1%
12 (46.2%)
6 (23.1%)
−
Sus ainabili y 2023,15, 3676 16 o 24
I do no ha e enough knowledge, because I am a Po uguese eache .
Based on he abo e answe s, i is e i ied ha eache s did unde s and he need o
measu e sound, namely, o iden i y noise and de elop awa eness p ac ices o sensi ise
s uden s and he popula ion o i s ha m ul e ec s. Indeed, only h ee eache s answe ed
“No”, e e ing o di icul ies ela ed o lack o knowledge.
Finally, ega ding obse a ions, a he end o he las ques ionnai e, some eache s
ook he ini ia i e o pu some sen ences, such as
Keep up hese ainings!
Thank you o he aining. I eally enjoyed i !
These p ac ical examples a e undamen al o he de elopmen o small p ojec s in schools.
5.2. Resul s o he Ques ionnai es Applied o S uden s
Ques ionnai es wi h se e al ques ions abou sound and he SDGs we e answe ed by
he s uden s be o e and a e he hands-on expe imen s p esen ed in he class wo kshops.
Bo h ques ionnai es included he same ques ions (Table 8). The main esul s ob ained a e
shown in Table 8.
Table 8.
Ques ions and main esul s o ques ionnai es answe ed by s uden s be o e and a e he
hands-on expe imen s.
Label Ques ion Type Main Resul Fig.
Q1_C Wha is sound o you? Open − −
Q2_C D aw a pic u e o wha you hink he sound is. Open − −
Q3_C
Do you hink i is possible o measu e he sound?
Yes/No Be o e: Yes = 59%
A e : Yes = 81% Figu e 9
Q4_C Do you hink sound can b ing people well-being
and a good mood? Yes/No Be o e: Yes = 70%
A e : Yes = 61% Figu e 9
Q5_C Do you hink sound can cause discom o and
illness in people? Yes/No Be o e: Yes = 57%
A e : Yes = 81% Figu e 9
Q6_C Ha e you hea d o he Sus ainable De elopmen
Goals? Yes/No Be o e: Yes = 10%
A e : Yes = 28% Figu e 9
Q7_C Do you hink ha sound is ela ed o he SDGs? Yes/No Be o e: Yes = 18%
A e : Yes = 30% Figu e 9
Q8_C Quan i y on a scale o 1 o 5 o wha ex en you
hink noise can be dange ous o people. Like scale Be o e: 4.0 ±0.3
A e : 4.2 ±0.2 Figu e 10
Q9_C
Quan i y on a scale o 1 o 5 in which measu es
you hink he heme o sound is ela ed o
people’s heal h.
Like scale Be o e: 2.7 ±0.3
A e : 2.8 ±0.3 Figu e 11
Q10_C
Wha a e he main causes/sou ces o noise
pollu ion ha a ec li ing beings?
•Ca a ic.
•Fi e.
•Indus ial noise: equipmen in indus ies,
machine y, saws, e c.
•Li e in o es s and wa e ways.
•G eenhouse gases.
•Misuse o esou ces leading o was e.
•Ai pollu ion.
•Domes ic noise: sounds o blende s,
hoo e s, e c.
•Noise caused by ai c a aking o and
landing nea ai po s.
•Day ime en e ainmen : es au an s, ai s,
exhibi ions, e c.
•Conce s, oo ball ma ches, o discos.
•Discha ges o pollu an s in o wa e cou ses
and oceans.
Mul iple choice
Indus ial noise:
Be o e 16%;
A e 18%
Figu e 12

Sus ainabili y 2023,15, 3676 17 o 24
Table 8. Con .
Label Ques ion Type Main Resul Fig.
Q11_C
F om he ollowing opics, selec hose ha may
be ela ed o he consequences o sound exposu e.
•Hea ing loss.
•Inc ease in he ea h’s a e age empe a u e
(g eenhouse e ec ).
•S ess and i i abili y.
•Sunbu n.
•E ec s on he ozone laye .
•Low immuni y and malaise.
•Pollu ion om gases discha ged in o he
a mosphe e.
•Headaches.
•Dea h o plan s due o pollu ion.
•Lack o concen a ion.
•Dec ease o d inking wa e .
•Acciden s a wo k.
Mul iple choice
Hea ing loss:
Be o e 17%;
A e 19%
Figu e 13
±Rep esen s he unce ain y in e al a 96% con idence le el.
Rega ding he i s wo ques ions, be o e he wo kshop, mos s uden s answe ed ha
sound is “wha we lis en” and “noise” (Q1_C), and usually, he pic u e hey d ew was
some hing ha p oduces sound, such as a adio, d um, o ala m clock (Q2_C). A e he
wo kshop, s uden s answe ed ha sound is a wa e. They usually d ew he same pic u e
bu added d awings o wa es p opaga ing om he de ices ha p oduced he sound ha
hey ep esen ed be o e.
Figu e 9con ains he answe s o Yes/No ype ques ions Q3_C o Q7_C, be o e and
a e he hands-on expe imen s de eloped du ing he wo kshop. A e p esen ing he
concep s o sound and ca ying ou he expe imen s, all ac ions o Yes-answe s inc eased
excep o ques ion Q4_C (abou b inging people well-being and a good mood). The co e
message o he nega i e e ec s associa ed wi h high le els o sound seems o ha e made
s uden s awa e o his p oblem.
Sus ainabili y 2023, 15, x FOR PEER REVIEW 17 o 24
• Conce s, oo ball ma ches, o discos.
• Discha ges o pollu an s in o wa e cou ses and oceans.
Q11_C
F om he ollowing opics, selec hose ha may be ela ed o
he consequences o sound exposu e.
• Hea ing loss.
• Inc ease in he ea h’s a e age empe a u e (g eenhouse
e ec ).
• S ess and i i abili y.
• Sunbu n.
• E ec s on he ozone laye .
• Low immuni y and malaise.
• Pollu ion om gases discha ged in o he a mosphe e.
• Headaches.
• Dea h o plan s due o pollu ion.
• Lack o concen a ion.
• Dec ease o d inking wa e .
• Acciden s a wo k.
Mul iple
choice
Hea ing loss:
Be o e 17%;
A e 19%
13
± Rep esen s he unce ain y in e al a 96% con idence le el.
Rega ding he i s wo ques ions, be o e he wo kshop, mos s uden s answe ed
ha sound is “wha we lis en” and “noise” (Q1_C), and usually, he pic u e hey d ew
was some hing ha p oduces sound, such as a adio, d um, o ala m clock (Q2_C). A e
he wo kshop, s uden s answe ed ha sound is a wa e. They usually d ew he same
pic u e bu added d awings o wa es p opaga ing om he de ices ha p oduced he
sound ha hey ep esen ed be o e.
Figu e 9 con ains he answe s o Yes/No ype ques ions Q3_C o Q7_C, be o e and
a e he hands-on expe imen s de eloped du ing he wo kshop. A e p esen ing he
concep s o sound and ca ying ou he expe imen s, all ac ions o Yes-answe s
inc eased excep o ques ion Q4_C (abou b inging people well-being and a good
mood). The co e message o he nega i e e ec s associa ed wi h high le els o sound
seems o ha e made s uden s awa e o his p oblem.
Figu e 9. Answe s o s uden s o he ques ionnai es be o e and a e he hands-on expe imen s: (a)
Q3_C; (b) Q4_C; (c) Q5_C; (d) Q6_C; (e) Q7_C.
The s uden ’s pe cep ion o he nega i e e ec s o noise inc eased a e he
wo kshop (Figu e 10). The a e age anking o answe s o ques ion Q8_C inc eased om
4.0 ± 0.3 and 4.2 ± 0.2, al hough wi hou s a is ical signi icance (p = 0.45). In a simila
Figu e 9.
Answe s o s uden s o he ques ionnai es be o e and a e he hands-on expe imen s: (
a
)
Q3_C; (b) Q4_C; (c) Q5_C; (d) Q6_C; (e) Q7_C.
Sus ainabili y 2023,15, 3676 18 o 24
The s uden ’s pe cep ion o he nega i e e ec s o noise inc eased a e he wo kshop
(Figu e 10). The a e age anking o answe s o ques ion Q8_C inc eased om 4.0
±
0.3
and 4.2
±
0.2, al hough wi hou s a is ical signi icance (p= 0.45). In a simila way, he
pe cei ed ela ionship be ween sound le els and heal h did no signi ican ly inc ease a e
he wo kshops (Figu e 11, he di e ence be ween he a e age ankings is no s a is ically
signi ican , om 2.7 ±0.3 o 2.8 ±0.3, p= 0.68).
Sus ainabili y 2023, 15, x FOR PEER REVIEW 18 o 24
way, he pe cei ed ela ionship be ween sound le els and heal h did no signi ican ly
inc ease a e he wo kshops (Figu e 11, he di e ence be ween he a e age ankings is
no s a is ically signi ican , om 2.7 ± 0.3 o 2.8 ± 0.3, p = 0.68).
Figu e 10. Answe s o s uden s o ques ion Q8_C on he s uden s’ pe cep ion o noise isks o
people.
Figu e 11. Answe s o s uden s o ques ion Q10_C on he s uden ’s pe cep ion abou how he heme
o sound is ela ed o people’s heal h.
Q10_C is a mul iple-choice ques ion in which 12 ixed op ions a e p esen ed (Figu e
12). The choices “Ai planes” (Noise caused by ai planes aking o and landing nea
ai po s) and “Indus ial noise” (Indus ial noise: equipmen in ac o ies, machines, saws,
e c.) show he highes p e alence bo h be o e and a e he wo kshops. Howe e , in he
ques ionnai es passed be o e he wo kshops and in he ques ionnai es gi en a e , he
s uden s included in hei choices some ac i i ies ha did no di ec ly gene a e noise. This
op ion shows ha s uden s we e al eady awa e o he nega i e e ec s o an h opogenic
ac i i ies on he en i onmen , unc ioning as a shield o he sho - e m pe cep ion o he
e ec s o noise.
Figu e 10.
Answe s o s uden s o ques ion Q8_C on he s uden s’ pe cep ion o noise isks o people.
The numbe s on he ba s ep esen a i e-poin Like ’s scale.
Sus ainabili y 2023, 15, x FOR PEER REVIEW 18 o 24
way, he pe cei ed ela ionship be ween sound le els and heal h did no signi ican ly
inc ease a e he wo kshops (Figu e 11, he di e ence be ween he a e age ankings is
no s a is ically signi ican , om 2.7 ± 0.3 o 2.8 ± 0.3, p = 0.68).
Figu e 10. Answe s o s uden s o ques ion Q8_C on he s uden s’ pe cep ion o noise isks o
people.
Figu e 11. Answe s o s uden s o ques ion Q10_C on he s uden ’s pe cep ion abou how he heme
o sound is ela ed o people’s heal h.
Q10_C is a mul iple-choice ques ion in which 12 ixed op ions a e p esen ed (Figu e
12). The choices “Ai planes” (Noise caused by ai planes aking o and landing nea
ai po s) and “Indus ial noise” (Indus ial noise: equipmen in ac o ies, machines, saws,
e c.) show he highes p e alence bo h be o e and a e he wo kshops. Howe e , in he
ques ionnai es passed be o e he wo kshops and in he ques ionnai es gi en a e , he
s uden s included in hei choices some ac i i ies ha did no di ec ly gene a e noise. This
op ion shows ha s uden s we e al eady awa e o he nega i e e ec s o an h opogenic
ac i i ies on he en i onmen , unc ioning as a shield o he sho - e m pe cep ion o he
e ec s o noise.
Figu e 11.
Answe s o s uden s o ques ion Q10_C on he s uden ’s pe cep ion abou how he heme
o sound is ela ed o people’s heal h. The numbe s on he ba s ep esen a i e-poin Like ’s scale.
Q10_C is a mul iple-choice ques ion in which 12 ixed op ions a e p esen ed (Figu e 12).
The choices “Ai planes” (Noise caused by ai planes aking o and landing nea ai po s)
and “Indus ial noise” (Indus ial noise: equipmen in ac o ies, machines, saws, e c.) show
he highes p e alence bo h be o e and a e he wo kshops. Howe e , in he ques ionnai es
passed be o e he wo kshops and in he ques ionnai es gi en a e , he s uden s included
in hei choices some ac i i ies ha did no di ec ly gene a e noise. This op ion shows
ha s uden s we e al eady awa e o he nega i e e ec s o an h opogenic ac i i ies on he
en i onmen , unc ioning as a shield o he sho - e m pe cep ion o he e ec s o noise.
Sus ainabili y 2023,15, 3676 19 o 24
Sus ainabili y 2023, 15, x FOR PEER REVIEW 19 o 24
Figu e 12. Answe s o s uden s o ques ion Q11_C on he main causes/sou ces o noise pollu ion
ha a ec li ing beings be o e and a e he hands-on expe imen s.
The ques ion Q11_C is also a mul iple-choice ype. The mos nega i e e ec s o sound
selec ed by he s uden s we e “Hea ing loss” and “Headache” (Figu e 13). Al hough some
op ions no di ec ly ela ed o sound we e selec ed by he s uden s, as in he p e ious
ques ion, i can be obse ed ha he equency o hose op ions ends o dec ease a e he
wo kshops. In he opposi e di ec ion, he equency o op ions ela ed o he e ec s o
noise ends o inc ease a e he wo kshops.
Figu e 13. Answe s o s uden s o ques ion Q11_C on he main opics ha may be ela ed o he
consequences o sound exposu e.
Based on s uden s’ answe s o he ques ionnai es, i was e i ied ha hei
pe cep ions abou sound changed a e he wo kshop (Ques ions Q1_C, Q2_C, and Q3_C).
Mo eo e , al hough wi hou s a is ical signi icance in some cases, hey unde s ood be e
he p oblems ela ed o noise and i s consequences. Also, some misconcep ions ega ding
sound and o he issues no ela ed o sound we e dec eased (Table 8 and Figu es 12 and
13). The nex sec ion p o ides a discussion o he esul s p esen ed in his sec ion.
Figu e 12.
Answe s o s uden s o ques ion Q11_C on he main causes/sou ces o noise pollu ion
ha a ec li ing beings be o e and a e he hands-on expe imen s.
The ques ion Q11_C is also a mul iple-choice ype. The mos nega i e e ec s o sound
selec ed by he s uden s we e “Hea ing loss” and “Headache” (Figu e 13). Al hough some
op ions no di ec ly ela ed o sound we e selec ed by he s uden s, as in he p e ious
ques ion, i can be obse ed ha he equency o hose op ions ends o dec ease a e he
wo kshops. In he opposi e di ec ion, he equency o op ions ela ed o he e ec s o noise
ends o inc ease a e he wo kshops.
Sus ainabili y 2023, 15, x FOR PEER REVIEW 19 o 24
Figu e 12. Answe s o s uden s o ques ion Q11_C on he main causes/sou ces o noise pollu ion
ha a ec li ing beings be o e and a e he hands-on expe imen s.
The ques ion Q11_C is also a mul iple-choice ype. The mos nega i e e ec s o sound
selec ed by he s uden s we e “Hea ing loss” and “Headache” (Figu e 13). Al hough some
op ions no di ec ly ela ed o sound we e selec ed by he s uden s, as in he p e ious
ques ion, i can be obse ed ha he equency o hose op ions ends o dec ease a e he
wo kshops. In he opposi e di ec ion, he equency o op ions ela ed o he e ec s o
noise ends o inc ease a e he wo kshops.
Figu e 13. Answe s o s uden s o ques ion Q11_C on he main opics ha may be ela ed o he
consequences o sound exposu e.
Based on s uden s’ answe s o he ques ionnai es, i was e i ied ha hei
pe cep ions abou sound changed a e he wo kshop (Ques ions Q1_C, Q2_C, and Q3_C).
Mo eo e , al hough wi hou s a is ical signi icance in some cases, hey unde s ood be e
he p oblems ela ed o noise and i s consequences. Also, some misconcep ions ega ding
sound and o he issues no ela ed o sound we e dec eased (Table 8 and Figu es 12 and
13). The nex sec ion p o ides a discussion o he esul s p esen ed in his sec ion.
Figu e 13.
Answe s o s uden s o ques ion Q11_C on he main opics ha may be ela ed o he
consequences o sound exposu e.
Based on s uden s’ answe s o he ques ionnai es, i was e i ied ha hei pe cep ions
abou sound changed a e he wo kshop (Ques ions Q1_C, Q2_C, and Q3_C). Mo eo e ,
al hough wi hou s a is ical signi icance in some cases, hey unde s ood be e he p oblems
ela ed o noise and i s consequences. Also, some misconcep ions ega ding sound and
o he issues no ela ed o sound we e dec eased (Table 8and Figu es 12 and 13). The nex
sec ion p o ides a discussion o he esul s p esen ed in his sec ion.
Sus ainabili y 2023,15, 3676 20 o 24
6. Discussion o he Resul s om Da a Analysis
Acco ding o he esul s om he answe s o he ques ionnai es (Tables 5and 6),
i is e i ied ha eache s imp o ed hei knowledge abou he opics app oached in
he wo kshops. In ac , be o e he wo kshops, only se en o he se en een goals we e
men ioned (Table 7), and one o he main objec i es add essed in he wo kshops, “Good
heal h and well-being”, was no e e ed o by he eache s (Q2_A). In addi ion, om
i e possible op ions ha seem mos co ec in wha conce ns SDGs (Q4_A), 50% o he
eache s selec ed he op ion “Abili y o c ea e p ojec s ha will las in he u u e”, a
opic no necessa ily ela ed o SDGs. Mo eo e , ega ding con idence and knowledge
abou in oducing he opic o SDGs o s uden s, no eache el “Ve y high” con idence o
in oduce SDGs o s uden s be o e he wo kshop (Q5_A), and abou 58% answe ed hey
had “Enough” con idence (Q5_A in Figu e 5). Howe e , a e he wo kshops, he esul s
imp o ed, wi h 40% o he eache s answe ing “High” and 12% “Ve y high” (Q1_B in
Figu e 5).
Teache s’ knowledge and con idence a e c ucial o eache s o gain mo i a ion and
de elop he app oach o he wo kshops in class [
26
]. The e o e, i is c i ical o p omo e hei
p o essional de elopmen . In his ega d, eache s’ answe s o ques ions Q6_A and Q2_B
(be o e and a e he wo kshops) acknowledged he need o ha e aining ela ed o SDGs
and sound (Figu e 6). These esul s a e ela ed o he specialised knowledge p o ided in he
wo kshop and, abo e all, he ecogni ion o he impo ance o his heme. These indings
a e suppo ed by he answe s o he ques ion abou he “main di icul ies o de elop SD
p ac ices” (Q4_B), whe e he mos selec ed op ion (61.5%) was “Lack o in o ma ion and
knowledge” (Table 6). Thus, he need o p o essional de elopmen and o suppo eache s
in de eloping his app oach in hei schools is again ein o ced. Mo eo e , 80.7% o he
eache s answe ed ha hey in end o p omo e p ac ical hands-on ac i i ies ela ed o he
heme o he wo kshop in hei schools, ollowed by some examples (Q7_B and Q8_B,
Table 6). This ou come con i ms he mo i a ion o eache s o de elop his app oach in
class.
In addi ion, based on he esul s o he answe s o ques ions Q7_A, Q8_A, and Q3_B
(Figu e 7), all eache s ag ee ha schools should p omo e SD a i udes and p ac ices and
also ecognise he impo ance o hei ole and he ole o schools in p omo ing and
dissemina ing SDG p ac ices in he su ounding communi y.
Rega ding he ques ions mo e ela ed o he physics o sound, eache s also imp o ed
hei knowledge abou his opic, namely, he impo ance o measu ing sound o unde s and
i i is wi hin sa e y s anda ds o is a a dange ous le el ha can cause ha m ul e ec s
on well-being and heal h. In ac , in ques ion Q5_B abou “applica ions o he sound
phenomenon”, 69.2% o he eache s selec ed he op ion “To p e en possible dange s”
(Table 6). Howe e , be o e he wo kshops, 88.5% o eache s conside ed noise dange ous o
people’s heal h (Q11_A, Figu e 8). Mo eo e , a e he wo kshop, he numbe o eache s
conside ing i e y dange ous o people’s heal h inc eased o 96.2% (Q6_B, Figu e 8).
The e o e, eache s unde s ood he need o measu e sound o iden i y i he e a e dange ous
le els o heal h, as well as o de elop awa eness in his ma e . In ac , one o he open
answe s has o do wi h s uden s: “To make s uden s awa e o he impo ance o mode a ing
sounds in e e yday li e”. This obse a ion has o do wi h he ecogni ion o hei ole in
aising awa eness o he dange s o noise pollu ion, in pa icula h ough he s uden s.
Men ioning s uden s, hey also answe ed ques ionnai es be o e and a e he wo k-
shops implemen ed in class (Table 8). A e he wo kshops, i was no iced ha s uden s
imp o ed hei knowledge abou sound (Ques ions Q1_C, Q2_C, Q3_C). Mo eo e , excep
o ques ion Q4_C abou b inging people o well-being and a good mood, he “yes” an-
swe s o all ques ions om Q3_C o Q7_C inc eased (Figu e 9) a e he wo kshops, whe e
concep s abou sound and hands-on expe imen s we e ca ied ou (Sec ion 4). Fu he mo e,
s uden s unde s anding o he nega i e e ec s o high le els o sound also inc eased (Q8_C,
Figu e 10), namely, “Hea ing loss” and “Headache” (Q11_C, Figu e 13), among o he s.
Sus ainabili y 2023,15, 3676 21 o 24
The e o e, he s uden s unde s ood he need o ake in o accoun he noise le el and he
dange s o noise pollu ion.
Finally, based on he esul s, i is concluded ha collabo a i e p ojec s among highe
educa ion and schools can ha e a c i ical ole in he dissemina ion o SDGs, in pa icula in
he con ex o he physics o sound.
7. Conclusions and Fu u e Wo k
This s udy aims o aise awa eness o SDGs (Sus ainable De elopmen Goals) in he
con ex o he physics o sound, namely, by wa ning abou he dange s o noise pollu ion
and i s consequences o heal h and well-being. In ac , en i onmen al noise can ha e se i-
ous heal h consequences o popula ions subjec ed o his ype o exposu e epea edly [
4
–
8
].
I is, he e o e, essen ial o ale he popula ion o he dange s associa ed wi h his ype o
exposu e, how o diagnose dange ous si ua ions, and, abo e all, wha measu es should
be aken o p e en hem. In his ega d, highe educa ion ins i u ions can ha e a ele an
ole by in e ening in he communi y since hey a e holde s o specialised knowledge ha
should be placed a he se ice o socie y [
17
,
18
]. Wi h a be e -in o med socie y ega ding
hese issues and he need o noise p e en ion, be e heal h condi ions and highe p oduc-
i i y a e p o ided, esul ing in social and economic bene i s o coun ies con ibu ing o
he SDGs. This pape p esen s an in e en ion p ojec ha includes an in e disciplina y
app oach in he con ex o STEM educa ion [
19
,
21
,
27
] ha in ol es wo kshops ela ed o
SDGs and he physics o sound a ge ed o elemen a y and seconda y school eache s and
s uden s. Indeed, STEM hands-on expe imen s we e pe o med in he wo kshops wi h
eache s and s uden s o make hem unde s and he phenomena and hei p ope ies, as
well as o make hem awa e o he dange s o noise pollu ion (Figu es 1–4). In ac , sound
is a science and eal-wo ld phenomenon, and ma hema ics was used, o example, in he
measu emen o in ensi y and equency o sound, eso ing o echnology, which was also
used o show he p ope ies o sound, among o he asks.
The in e en ion p ojec was de eloped in pa ne ship wi h schools and a eache s’
p o essional de elopmen cen e o aise awa eness o SDGs. In pa icula , he physics
o sound was used o wa n abou he dange s o noise pollu ion and i s consequences o
heal h and well-being in indus ial, educa ional, o en i onmen al a eas [
4
,
7
,
8
]. To p e en
damage o heal h, i is necessa y o moni o sound le els in he en i onmen o check i
hese a e wi hin he sa e y s anda ds and ake measu es whene e necessa y o educe
hem [11–13,16].
Based on his esea ch, i was e i ied ha eache s imp o ed hei mo i a ion and
knowledge in o de o be able o de elop hands-on p ac ices ela ed o SDGs in he physics
o sound heme. In addi ion, hey ecognised he impo ance o implemen ing his app oach
in class o aise awa eness o s uden s o he issues ela ed o noise pollu ion and in ol e
he communi y in his objec i e. In ac , based on he ques ionnai es applied o eache s
be o e and a e he wo kshops, i was e i ied ha eache s imp o ed hei con idence
and knowledge o in oduce he opic. Howe e , hey also ound i e y impo an o keep
ha ing aining ela ed o his app oach. The e o e, hey ecognise he impo ance o hei
ole and he ole o schools in p omo ing and dissemina ing SDG p ac ices. Mo eo e ,
based on s uden answe s o he ques ionnai es, i was e i ied ha hei pe cep ions abou
sound changed a e he wo kshop, and hey imp o ed hei knowledge abou p oblems
ela ed o noise and i s consequences.
I is concluded ha eache s and s uden s inc eased hei unde s anding o he con-
en s and issues add essed in he wo kshops, namely, he dange s o noise pollu ion and
measu es o be aken o p e en hem. Finally, i is concluded ha collabo a i e p ojec s can
ha e an impac on eache s’ knowledge and sel -con idence o aise s uden s’ awa eness o
he SDGs and he issues ela ed o noise pollu ion. The e o e, highe educa ion ins i u ions
can ha e a c ucial ole by de eloping collabo a i e p ojec s and suppo ing school eache s
o dissemina e and inc ease Sus ainable De elopmen p ac ices in he communi y.

Sus ainabili y 2023,15, 3676 22 o 24
Because no simila s udies we e ound in he li e a u e connec ed o he ela ion abou
physics o sound and SDGs and abou he need o aise awa eness o he communi y
abou his heme, he esul s o his esea ch can b ing impo an con ibu ions o li e a u e,
namely, how o dissemina e and aise awa eness o he SDGs in his con ex .
In he u u e, complemen a y ac ions (e.g., mo e wo kshops) will be de eloped o
p o ide be e insigh s in o he awa eness o noise and i s ela ionship wi h he SDGs. Also,
i is in ended o in ol e mo e pa ne s in o de o each he wides possible audience and,
hus, help aise awa eness o he issues add essed in he a icle, as well as o implemen
p e en ion measu es. In addi ion, i is desi able o ex end his s udy behind he local and
na ional communi y o an in e na ional le el, o example, in he con ex o an E asmus+
p ojec wi h Eu opean pa ne s. Finally, ega ding he implica ions o hose in e es ed
in de eloping his ype o p ojec , we ecommend p omo ing pa ne ships be ween ex-
pe s om highe educa ion o ganisa ions, municipali ies, eache aining cen es, and
schools, among o he s. Fo example, highe educa ion ins i u ions can collabo a e wi h
municipali ies o help de elop p ojec s and policies o e ec i ely moni o sound le els in
he communi y and wha s a egies should be implemen ed o ensu e ha sa e y s anda ds
a e no exceeded.
Au ho Con ibu ions:
Concep ualisa ion; o mal analysis; esou ces; in es iga ion; unding acqui-
si ion; p ojec adminis a ion; me hodology; w i ing—o iginal d a p epa a ion; w i ing; w i ing—
e iew and edi ing: M.C.C. P o o ypes; ield wo k; o mal analysis; in es iga ion; concep ualisa ion;
w i ing—o iginal d a p epa a ion; w i ing; w i ing— e iew and edi ing; me hodology: C.A.F.F.
Da a cu a ion; so wa e; o mal analysis; w i ing—o iginal d a p epa a ion; w i ing; w i ing—
e iew and edi ing; me hodology: H.J.O.P. All au ho s ha e ead and ag eed o he published e sion
o he manusc ip .
Funding:
The au ho s acknowledge he suppo o “PEDIME—Plano es a égico de Desen ol imen o
In e municipal da Educação no Médio Tejo (Funded by CENTRO 2020)”.
Ins i u ional Re iew Boa d S a emen :
The s udy was conduc ed in acco dance wi h he Decla a ion
o Helsinki, and app o ed by he Ins i u ional Re iew Boa d o he Ins i u o Poli écnico de Toma on
21 Sep embe 2020.
In o med Consen S a emen :
All da a p esen ed in his pape was au ho ised by he eache s, and
his s udy was au ho ised by he Ins i u o Poli écnico de Toma di ec i e boa d. In o med consen
was ob ained om all subjec s in ol ed in he s udy. In addi ion, he anonymi y o all pa icipan s
was gua an eed.
Da a A ailabili y S a emen :
Some da a no p esen ed in his s udy can be a ailable on eques
om he co esponding au ho . Howe e , pa o he da a is no publicly a ailable o gua an ee he
anonymi y o all pa icipan s.
Acknowledgmen s:
The au ho s acknowledge he collabo a ion o all pa icipan s in he wo kshops
and o p o iding he answe s o he ques ionnai es.
Con lic s o In e es : The au ho s decla e no con lic o in e es .
Re e ences
1. Sus ainable De elopmen . A ailable online: h ps://sdgs.un.o g/goals (accessed on 20 Sep embe 2022).
2.
Muñoz-La Ri e a, F.; He mosilla, P.; Delgadillo, J.; Eche e ía, D. The Sus ainable De elopmen Goals (SDGs) as a Basis o
Inno a ion Skills o Enginee s in he Indus y 4.0 Con ex . Sus ainabili y 2020,12, 6622. [C ossRe ]
3.
Gusmão Caiado, R.G.; Leal Filho, W.; Quelhas, O.L.G.; Luiz de Ma os Nascimen o, D.; Á ila, L.V. A li e a u e-based e iew
on po en ials and cons ain s in he implemen a ion o he sus ainable de elopmen goals. J. Clean. P od.
2018
,198, 1276–1288.
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