著者

稲守 将基 荻原 彰

出版者

日本環境教育学会

雑誌

環境教育 = Environmental education (ISSN:09172866)

巻号頁・発行日

vol.19, no.2, pp.47-57, 2009-12-15

参考文献数

11

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&nbsp;&nbsp;For this study, a questionnaire survey of cooperation between elementary schools and civic groups in environmental education was conducted. Civic groups and teachers of elementary schools in Aichi Prefecture, Gifu Prefecture, and Mie Prefecture were surveyed. </br>&nbsp;&nbsp;The main results of this research are as follows. </br>&nbsp;&nbsp;1. Teachers rely on informal information, and are not using coordinators enough. </br>&nbsp;&nbsp;2. Programs are often done during the period for integrated study, but much of the program content concerns science. </br>&nbsp;&nbsp;3. Meetings are often done before cooperation, but preliminary inspection of fields is not done very much. </br>&nbsp;&nbsp;4. Learning outcomes are not shared enough. </br>&nbsp;&nbsp;5. Teachers and civic groups are having difficulty in adjusting time, and civic groups feel difficulty in communication with the teachers. </br>&nbsp;&nbsp;6. Civic groups keenly hope for communication with the teachers. </br>&nbsp;&nbsp;7. Teachers and the civic groups often hope for cooperation in the region. </br>&nbsp;&nbsp;8. Teachers hope for systematic education. </br>&nbsp;&nbsp;The following proposals are given based on the situation described above: </br>&nbsp;&nbsp;1. It is necessary to promote coordination. </br>&nbsp;&nbsp;2. It is necessary to expand cooperation to the subjects. It is necessary to increase jointly developed programs. </br>&nbsp;&nbsp;3. It is necessary to secure time for preparing and evaluating cooperation.

著者

荻原 彰

出版者

一般社団法人 日本生物教育学会

雑誌

生物教育 (ISSN:0287119X)

巻号頁・発行日

vol.63, no.2, pp.104-105, 2022 (Released:2022-08-23)

著者

荻原 彰 前田 昌志 森下 祐介 宮岡 邦任

出版者

日本STEM教育学会

雑誌

STEM教育研究 : 論文誌 (ISSN:24346438)

巻号頁・発行日

vol.4, pp.3-11, 2022-05-16 (Released:2022-06-17)

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野外学習においてドローンを利用することは,学習者の等身大の視点に,ドローン画像による上空からのリアルタイムの視点を加えることを可能にする.等身大の視点では見えなかったり,空間的配置がわかりにくいものでも,ドローンによる視点を加えることによって理解を促進する効果が期待できるのである.そこで筆者らは治水学習の一環として,ドローンを使用した野外学習教材の開発を試みた.三重県安濃川に残る伝統的な治水手法である越流堤と霞堤を対象とした野外学習においてドローンを使用し,ドローンからコントローラーに送信される画像を教師のフェイスブックに転送し,ポケットWi-Fiを通じて児童のiPadに配信し,それを教師が説明するという構成の教材である.評価は児童の理解度の自己評価,ドローンで学習したことに対する児童の評価,授業後の振り返りの分析により行った.その結果,ドローンを利用した野外学習教材は治水手法の理解を促す上で一定の効果があったと判断できる.

著者

荻原 彰 佐古 裕史 寺島 隆志

出版者

一般社団法人 日本科学教育学会

雑誌

科学教育研究 (ISSN:03864553)

巻号頁・発行日

vol.42, no.3, pp.177-187, 2018 (Released:2018-10-27)

参考文献数

9

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The purpose of this study was to clarify the roles of stakeholders (such as teachers or researchers) in the development of competency of high school students through a case study of school science club activities.For this purpose, we investigated students and their teacher at a high school science club based on the Modified Grounded Theory Approach. Analysis of the results clarified the following points.1. The teacher set up a framework, but made students think about the detailed plan by themselves.2. The teacher imposed strict guidelines about adopting a sincere attitude and rigorous methodology toward research as well as encouraging students to select methods that met the purpose of the research.3. The teacher provided an opportunity for students to communicate with researchers and enlighten the public.4. Researchers provided research guidance and helped to motivate the students.5. Students of other schools served as good models for the students.6. Outreach activities offered a chance for students to enrich their knowledge and devise means of communication.

著者

荻原 彰 人見 久城 OGIHARA Akira HITOMI Hisaki

出版者

三重大学教育学部

雑誌

三重大学教育学部研究紀要. 自然科学・人文科学・社会科学・教育科学・教育実践 (ISSN:18802419)

巻号頁・発行日

vol.67, pp.245-255, 2016-03-22

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The University of Delaware (UD) is recognized as a center of Problem-Based Learning (PBL) in the U.S.A. Typically, PBL involves three-stage problem solving. Initially, a problem is presented to students, who then discuss along with learning issues, and report the results. The students then discuss the first problem again, and a second problem is presented. The process then proceeds in the same way to a third problem. Good PBL problems are the key to success of PBL. Problems should motivate students to gain a deep understanding, arrive at judgements based on facts and logic, and promote cooperation among students. The First problem should be open-ended and the content objectives should be incorporated into problems. At the UD, ingenious attempts have been made to promote PBL in groups. For example, setting ground rules to prevent "free riders", specifying the roles of group members, systems for mutual evaluation, peer facilitation, and combinations of group discussion and mini-lectures. The success of PBL at the UD is attributable to a bottom-up approach, sound administrative support and faculty development. The tasks remaining for PBL at the UD include how to cope with the extra load on the faculty, and students feel alienated from PBL.

著者

稲守 将基 荻原 彰 INAMORI Masaki OGIHARA Akira

出版者

日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.19, no.2, pp.47-57, 2009-12-15

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For this study, a questionnaire survey of cooperation between elementary schools and civic groups in environmental education was conducted. Civic groups and teachers of elementary schools in Aichi Prefecture, Gifu Prefecture, and Mie Prefecture were surveyed. The main results of this research are as follows. 1. Teachers rely on informal information, and are not using coordinators enough. 2. Programs are often done during the period for integrated study, but much of the program content concerns science. 3. Meetings are often done before cooperation, but preliminary inspection of fields is not done very much. 4. Learning outcomes are not shared enough. 5. Teachers and civic groups are having difficulty in adjusting time, and civic groups feel difficulty in communication with the teachers. 6. Civic groups keenly hope for communication with the teachers. 7. Teachers and the civic groups often hope for cooperation in the region. 8. Teachers hope for systematic education. The following proposals are given based on the situation described above: 1. It is necessary to promote coordination. 2. It is necessary to expand cooperation to the subjects. It is necessary to increase jointly developed programs. 3. It is necessary to secure time for preparing and evaluating cooperation.

著者

荻原 彰

出版者

一般社団法人 日本環境教育学会

雑誌

環境教育 (ISSN:09172866)

巻号頁・発行日

vol.19, no.1, pp.1_129-138, 2009 (Released:2011-01-25)

参考文献数

29

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In this research, I surveyed the United States' educational reform and its effect on environmental education and also the response of environmental education to reform. I tried to obtain suggestions for Japan. The score of achievement tests is valued highly in the No Child Left Behind Act. Therefore, environmental education is disregarded.   Environmental education deals with this crisis by two means: first, making of standards, and second, insitence that environmental education is useful as a tool of educational reform.   Through several research projects, it has been clarified that environmental education is useful for improving scholastic attainments and reducing discipline problems. This is because environmental education gives meaning to the study of subjects and develops a sense of belonging and self-efficacy for students. Schools that succeed in the improvement of scholastic attainments and the reduction of discipline problems through environmental education have common features. Such a feature is, for instance, development of an interdisciplinary curriculum by an interdisciplinary team.   Finally, proposals are given for improvement of environmental education in Japan.

著者

荻原 彰

出版者

日本理科教育学会

雑誌

日本理科教育学会東海支部大会研究発表要旨集

巻号頁・発行日

no.55, 2009-11-29

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アメリカの環境教育はNo Child Left Behind Actに代表される学力重視の教育改革により、危機に瀕している。本研究では、アメリカの環境教育界がこの危機をどのような戦略により乗り切ろうとしているかを概括した。