| Project/Area Number |
10680265
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教科教育
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| Research Institution | MIE UNIVERSITY |
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Principal Investigator |
YAMANE Eiji Mie University, Faculty of Education, Associate Professor, 教育学部, 助教授 (50136701)
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| Co-Investigator(Kenkyū-buntansha) |
ABE Shintarou National Institute on Consumer Education, Senior Researcher, 主任研究員
ANANO Tadayoshi Yamamura Women's Junior College, Full-time Lecturer, 講師 (00310285)
INOSE Takenori Hiroshima University, Faculty of Education, Associate Professor, 教育学部, 助教授 (40271788)
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| Project Period (FY) |
1998 – 1999
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| Project Status |
Completed (Fiscal Year 1999)
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| Budget Amount *help |
¥3,200,000 (Direct Cost: ¥3,200,000)
Fiscal Year 1999: ¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 1998: ¥1,400,000 (Direct Cost: ¥1,400,000)
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| Keywords | environmental education / social studies education / consumer education / economic education / civic education / environmental economics / time for integrated studies / integrated study |
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| Research Abstract |
Based on the document of the same theme of this report we state as follows as a research result.
1. As a result of our research for recent academic papers and records of lessons on environmental education in Japan, we could find that economic perspectives are very scarce in them and that they were almost based on environmental education in the schools.
2. In recent studies of environmental economics, sustainable development, eco-efficiency, external diseconomy, and, social cost are common important economic concepts. Environmental tax, surcharges, subsides, the deposit-refund system and tradable emissions permits are widely recognized as important economic instruments for environmental problems. O'Riordan's classification of environmental ideas is useful to understand the relationships between economy and environment.
3. The programs for environmental education of social studies and economics at schools in the US contains economic concepts as scarcity, opportunity cost, etc. In the program for environmental education of the UK also include economic perspectives.
4. Strategies for introducing economic perspectives into environmental education, particularly in social studies at elementary schools and middle schools, civics at high schools, and the time for integrated studies were realized.
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