{"title":"Environmental Education Research in Asia","authors":"S. Furihata, R. Sakurai","doi":"10.5647/JSOEE.28.4_1","DOIUrl":"https://doi.org/10.5647/JSOEE.28.4_1","url":null,"abstract":"","PeriodicalId":308853,"journal":{"name":"Japanese Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117289637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kazuyo Nagahama, Kimiharu To, Sachi Ninomiya-Lim, F. Noguchi, Jongbin Won, Ryo Sakurai, Kazuyuki Tamura, Hiroyuki Takahashi, A. Kusumi, Tatsuhiro Kato, T. Iida, Go Hagiwara, Reiko Iwasa
{"title":"(3) International Exchange Session / English Report Session","authors":"Kazuyo Nagahama, Kimiharu To, Sachi Ninomiya-Lim, F. Noguchi, Jongbin Won, Ryo Sakurai, Kazuyuki Tamura, Hiroyuki Takahashi, A. Kusumi, Tatsuhiro Kato, T. Iida, Go Hagiwara, Reiko Iwasa","doi":"10.5647/jsoee.31.4_15","DOIUrl":"https://doi.org/10.5647/jsoee.31.4_15","url":null,"abstract":"","PeriodicalId":308853,"journal":{"name":"Japanese Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124924544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Rethinking Community-based ESD in the COVID-19 Era","authors":"F. Noguchi","doi":"10.5647/jsoee.31.1_85","DOIUrl":"https://doi.org/10.5647/jsoee.31.1_85","url":null,"abstract":"","PeriodicalId":308853,"journal":{"name":"Japanese Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116570427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Childcare Incorporating Nature – Research Issues and Prospects","authors":"Miyoko Harada, K. Yamasaki, K. Uchida","doi":"10.5647/jsoee.31.1_74","DOIUrl":"https://doi.org/10.5647/jsoee.31.1_74","url":null,"abstract":"","PeriodicalId":308853,"journal":{"name":"Japanese Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134288900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The philosophy of river management has changed towards the proper integration of modern flood control methods and traditional flood control methods. Such changes in the philosophy need to be shared not only between the flood control administration and flood control specialists, but also with the public. However, there are few teaching materials that reflect this philosophy in both science education and social studies education. Therefore, we developed and practiced a program for primary schools to teach various flood control methods including traditional flood control of Anou River, Mie Prefecture, where traditional flood control methods continue to be used. The flood control methods taken up in the program are as follows: The program consists of the following The level of student’s understanding was generally high, and they were able to obtain a more precise and systematic understanding of flood control than known before participating in the program.
{"title":"Development and Practice of a Primary Education Program Covering Various Flood Control Methods Including Traditional Flood Control","authors":"A. Ogihara, Ayako Inoguchi, Masashi Maeda","doi":"10.5647/jsoee.30.1_10","DOIUrl":"https://doi.org/10.5647/jsoee.30.1_10","url":null,"abstract":"The philosophy of river management has changed towards the proper integration of modern flood control methods and traditional flood control methods. Such changes in the philosophy need to be shared not only between the flood control administration and flood control specialists, but also with the public. However, there are few teaching materials that reflect this philosophy in both science education and social studies education. Therefore, we developed and practiced a program for primary schools to teach various flood control methods including traditional flood control of Anou River, Mie Prefecture, where traditional flood control methods continue to be used. The flood control methods taken up in the program are as follows: The program consists of the following The level of student’s understanding was generally high, and they were able to obtain a more precise and systematic understanding of flood control than known before participating in the program.","PeriodicalId":308853,"journal":{"name":"Japanese Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115402553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
this to reveal the consciousness of children and students in junior high schools after implementation of the Environmental in We surveys and at nine and five high schools in the ’s environmental consciousness utilizing cross-tabulation and quantification theory. The results are follows: (1) The more children and students are interested in some environmental problems, the more they understand them. (2) At the elementary school level, the teachers ’ attitudes to environmental education and their estimation of its meaning affect the students ’ environmental consciousness. (3) We also found that the accumulation of learning experience in environmental education makes students more interested in environmental issues and more active to participate in related activities. (4) Children ’ s and students ’ broad understanding of environmental problems affects their pro-environmental behavior.
{"title":"The Environmental Consciousness of Young Children and Students in Taiwan","authors":"Rungyu Shiu, Masakazu Ito, K. Okamura","doi":"10.5647/jsoee.29.1_2","DOIUrl":"https://doi.org/10.5647/jsoee.29.1_2","url":null,"abstract":"this to reveal the consciousness of children and students in junior high schools after implementation of the Environmental in We surveys and at nine and five high schools in the ’s environmental consciousness utilizing cross-tabulation and quantification theory. The results are follows: (1) The more children and students are interested in some environmental problems, the more they understand them. (2) At the elementary school level, the teachers ’ attitudes to environmental education and their estimation of its meaning affect the students ’ environmental consciousness. (3) We also found that the accumulation of learning experience in environmental education makes students more interested in environmental issues and more active to participate in related activities. (4) Children ’ s and students ’ broad understanding of environmental problems affects their pro-environmental behavior.","PeriodicalId":308853,"journal":{"name":"Japanese Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122854852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Activities of Satoyamajuku in the Kameyama Satoyama Park","authors":"Rintaro Taniguchi, Atsushi Ueno, Kazuya Mine, Takuya Shingyoku","doi":"10.5647/jsoee.30.2_38","DOIUrl":"https://doi.org/10.5647/jsoee.30.2_38","url":null,"abstract":"","PeriodicalId":308853,"journal":{"name":"Japanese Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125852932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To clarify the value and challenges of resilience education, we discuss these based on the results of studies in floodaffected areas in Japan and the USA. We conducted qualitative research in Joso City, Japan after the 2015 flood including a review of a disaster prevention education program organized by the City Board of Education. In the USA we focused on the Texas coast and reviewed research literature, governmental and educational institution webpages and National Oceanic and Atmospheric Administration (NOAA) data on public educational events, all having a focus on rain-related disasters. We conclude that resilience education could be enacted using knowledge and cognition gained through direct disaster experiences to make adaptations in preparation for future disasters. However, people tend to rely on the hope that they will not experience a disaster, and they tend to forget about disaster impacts with time. Therefore, it is necessary to provide opportunities to learn about the tenets of disaster prevention through the development of legal methods that continue to clarify the personal responsibilities of local residents. With legal clarification, resilience education that is specific to the city or region could be developed and implemented more effectively than the current approach to disaster resiliency.
{"title":"Value and Challenges of Resilience Education Against Natural Disasters: Comparative Research between Japan and the USA","authors":"N. Hata, David Allen, M. Kikuchi","doi":"10.5647/JSOEE.28.4_29","DOIUrl":"https://doi.org/10.5647/JSOEE.28.4_29","url":null,"abstract":"To clarify the value and challenges of resilience education, we discuss these based on the results of studies in floodaffected areas in Japan and the USA. We conducted qualitative research in Joso City, Japan after the 2015 flood including a review of a disaster prevention education program organized by the City Board of Education. In the USA we focused on the Texas coast and reviewed research literature, governmental and educational institution webpages and National Oceanic and Atmospheric Administration (NOAA) data on public educational events, all having a focus on rain-related disasters. We conclude that resilience education could be enacted using knowledge and cognition gained through direct disaster experiences to make adaptations in preparation for future disasters. However, people tend to rely on the hope that they will not experience a disaster, and they tend to forget about disaster impacts with time. Therefore, it is necessary to provide opportunities to learn about the tenets of disaster prevention through the development of legal methods that continue to clarify the personal responsibilities of local residents. With legal clarification, resilience education that is specific to the city or region could be developed and implemented more effectively than the current approach to disaster resiliency.","PeriodicalId":308853,"journal":{"name":"Japanese Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124040272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education for sustainable development (ESD) for local citizens is indispensable for achieving the United Nations’ sustainable development goals (SDGs). In this study, we developed a learning tool for raising awareness of the inter-relationships between daily activities and SDGs. This ESD tool is a package that consists of a checklist of cross-reference tables between user activities and 17 SDGs. The result of the study, through verifications of the workshops, indicates the effectiveness of the ESD tool raising citizens’ awareness due to visualizing SDGs in daily activities and its ease of utilization in a workshop.
{"title":"Development of ESD Learning Tool to Understand the Relationship between Daily Social Activities and SDGs","authors":"Masashi Hara, R. Furusawa, H. Fukui","doi":"10.5647/jsoee.31.1_64","DOIUrl":"https://doi.org/10.5647/jsoee.31.1_64","url":null,"abstract":"Education for sustainable development (ESD) for local citizens is indispensable for achieving the United Nations’ sustainable development goals (SDGs). In this study, we developed a learning tool for raising awareness of the inter-relationships between daily activities and SDGs. This ESD tool is a package that consists of a checklist of cross-reference tables between user activities and 17 SDGs. The result of the study, through verifications of the workshops, indicates the effectiveness of the ESD tool raising citizens’ awareness due to visualizing SDGs in daily activities and its ease of utilization in a workshop.","PeriodicalId":308853,"journal":{"name":"Japanese Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132113518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
所谓外来物种，是指被人类有意无意地带到原本分布区域之外的生物种类。(村中·石滨2010)自古以来，人类为了食、药、衣、绿化、鉴赏等各种各样的用途，从地域外引进了多种多样的外来物种，并运用到自己的生活中(村中·石滨2010)。hotdon的外来物种在引进地的地区不会野化，但是一部分物种在地区内广泛定居，对地区的生态系统和农林水产业以及人类生活产生了严重的影响。2010)。像后者这样的外来物种称为侵略性外来物种(注意不同的文献定义不同;村中·石滨2010)。侵略性外来物种的问题，在现代的环境保护，特别是生态系统保护的考虑上成为不可忽视的存在(Pyšek and Richardson 2010)。世界各国都实施对侵略性外来物种的对策(Pyšek and Richardson 2010)。日本在2004年制定的《关于防止特定外来生物对生态系统等造成损害的法律(外来生物法)》(1)和2015年公布的《防止外来物种损害行动计划》(2)都属于此类。后者提出了综合、有效推进国内外来物种对策的8个基本思路，以及国家应实施的行动指针和目标等。8个思考方式的最前面是“关于外来种对策的普及启发·教育的推进和人才的培养”，记载了关于在教育机关的外来种问题及其对策的启发·教育的必要性。另外，在小学教育领域也有必要对外来物种问题进行启发(岩西·泽畠2015、加藤2016)。预计今后在学校教育场所进行关于外来物种问题及其对策的教育的机会将会增加。近年来，外来物种问题开始在学校教育中被处理(畑田平野2006，加藤2016)，学生们在“综合学习时间”和课外活动中实际进行外来物种管理。实验的例子也开始被报告(平野等2008)(5)。外来种管理的参与，促进了对外来种问题和环境保护的意识的提高，和将来从事环境教育的人才的培养有可能相连(不是学校教育现场的事例，小岛2006)。另外，环境教育的目标之一“培养环境动力的实践能力”(国立教育政策研究所2014)的达成也有可能做出贡献。在验证外来物种管理的实际效果上，基于生态学方法的定量监测调查是有效的手段，当对象是植物或植物群落时，植被学的调查方法经常被使用(大洼2005)。通过监测调查的管理效果的定量化和数值化，预计会促进儿童们对管理效果的理解。而且，儿童们亲自体验监测调查，可以促进对管理效果的实际感受，对深化外来种对策的理解也有贡献。另一方面，儿童们自己定量调查外来种管理的效果的事例到现在为止几乎没有被报告(但是，平野等2008)。在新潟县十日町市内的小学，盛行着以地区的自然环境为主题的地区学习，作为其中一环，有时也会把外来物种问题作为学习课题来处理。另外，学校和市内的博物馆等的合作也很盛行，也有以自然科学为专门对地区的自然熟悉的学芸员们支援授课的事(例如，畑田·平野2006，平野等2008)。报告小学外来种的管理和监测调查-以外来植物大金桂菊为对象的案例-
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