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博士 （環境科学） >
A study of the researcher's expertise in environmental education for elementary school students
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| Title: | A study of the researcher's expertise in environmental education for elementary school students |
| Other Titles: | 小学生に対する環境教育に見られた研究者の専門性に関する研究 |
| Authors: | 岩井, 尚人1 Browse this author |
| Authors(alt): | Iwai, Naoto1 |
| Issue Date: | 25-Mar-2021 |
| Publisher: | Hokkaido University |
| Abstract: | Universities are expected to play a role in collaboration with elementary and junior and senior high schools, as a core of the environmental educations in the regions. This thesis showed the characteristics, positive points, and sensitive matters of implemented pro-grams in elementary schools when university researchers were involved in environmental education as academic professionals. The target of the study is environmental education programs for upper graders of elementary school developed and implemented by university researchers in Yama no Gakko (2015-2018). Yama no Gakko is an educational activity implemented in collaboration with the Hokkaido University Graduate School of Environmental Science, Hokkaido Coca-Cola Bottling Co., Limited, and elementary and senior high schools in Sapporo city. Chapter 2 investigated whether the educational material used in the programs, which represented groundwater using Lego®blocks and sponges, adequately represented the knowledge of hydrology. This educational material represents the three-storages tank model commonly used in hydrology. It helped children understand that "Forests are a major groundwater recharge area" and "Groundwater has a longer residence time than surface water." Water sprinkling experiments confirmed that the educational material showed the storage volume and residence time well that should be represented in the three-storages tank model. the amount of water outflow, which changes over time, was measured with a kitchen scale and the weight display was video recorded to visualize the measurement for children as well as in this study. Through those experiments, it became clear that this educational material is that children can learn scientific knowledge effectively, even if this is made of inexpensive materials that are available to everyone. Chapter 3 discussed environmental education programs and clarified the following. (1) The programs had a process similar to the structure used in academic research (IM-RaD structure). Before the experiment, the university researcher had the children make observations and predictions about the results of the experiments, but he did not do enough to get them interested in the experiments, etc. (2) Scientific explanations were provided in the observations and experiments using familiar materials so that the children would be familiar with them and anyone could make them. The educational material was used with familiar materials, and it was consistently effective in understanding scientific knowledge (For example, if gravel was used in the educational material described in Chapter 2, people could easily imagine its' characteristics in the material, but scientific knowledge of what the sponge represents is required). Therefore, it is difficult for elementary school teachers to master it by themselves due to the requirement of understandings backed by scientific knowledge of natural science in explaining. (3) Two resources, the research network and the creative mind of the researchers, were utilized in the development of the program. The university researcher found the collaborators from his research network and developed new programs with their help. It is also critically important to give researchers "the discretion to exercise their own creativity" when they participate in program development. It is also essential to clearly define the division of roles among the stakeholders so that university researchers can focus on program development. These discussions revealed that university researchers have been able to create new, academically credible educational materials using familiar materials and to implement lessons that teach scientific knowledge to children and why they were able to do these things. In order to improve the environmental education programs in the future, or to enable elementary school teachers to do these programs as well, elementary school teachers need to lead their students to get interested in the experiments and observations beforehand. To achieve this, it is essential for elementary school teachers to have opportunities to learn scientific knowledge and teaching techniques, for researchers to inform elementary school teachers about the details of the programs beforehand, and for them to understand what each other values. |
| Conffering University: | 北海道大学 |
| Degree Report Number: | 乙第7113号 |
| Degree Level: | 博士 |
| Degree Discipline: | 環境科学 |
| Examination Committee Members: | (主査) 教授 山中 康裕, 教授 渡邉 悌二, 准教授 根岸 淳二郎, 教授 能條 歩(北海道教育大学岩見沢校芸術・スポーツ文化学科） |
| Degree Affiliation: | 環境科学院 |
| Type: | theses (doctoral) |
| URI: | http://hdl.handle.net/2115/91512 |
| Appears in Collections: | 論文博士 (Doctorate by way of Dissertation) > 環境科学院(Graduate School of Environmental Science)
学位論文 (Theses) > 博士 （環境科学）
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