| Project/Area Number |
23300285
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | Kyoto University |
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Principal Investigator |
GANNON Tracey 京都大学, 地球環境学堂, 准教授 (40378849)
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| Co-Investigator(Kenkyū-buntansha) |
SINGER Jane 京都大学, 地球環境学堂, 特定准教授 (00570003)
FUKAMACHI Katsue 京都大学, 地球環境学堂, 准教授 (20353831)
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| Co-Investigator(Renkei-kenkyūsha) |
NEEF Andreas 京都大学, 地球環境学堂, 教授 (60618297)
MCLELLAN Ben 京都大学, エネルギー科学研究科, 准教授 (10723455)
SHAW Rajib 京都大学, 地球環境学堂, 教授 (30378848)
KOBAYASHI Hirohide 京都大学, 地球環境学堂, 准教授 (70346097)
YOSHIZUMI Miki 京都大学, フィールド科学教育研究センター, 連携准教授 (30423023)
MIZUNO Kei 京都大学, 地球環境学堂, 特定准教授 (10260613)
TANAKA Ueru 総合地球環境学研究所, 研究部, 准教授 (10231408)
TAKEUCHI Yukiko 熊本大学, 自然科学研究科, 准教授 (40447941)
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| Project Period (FY) |
2011-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥18,590,000 (Direct Cost: ¥14,300,000、Indirect Cost: ¥4,290,000)
Fiscal Year 2013: ¥4,810,000 (Direct Cost: ¥3,700,000、Indirect Cost: ¥1,110,000)
Fiscal Year 2012: ¥6,240,000 (Direct Cost: ¥4,800,000、Indirect Cost: ¥1,440,000)
Fiscal Year 2011: ¥7,540,000 (Direct Cost: ¥5,800,000、Indirect Cost: ¥1,740,000)
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| Keywords | 持続可能な開発の為の教育（ESD) / 環境教育 / エコ・リテラシー / サステナビリティ学 / 積極的環境行動 / ESDコンピテンシー（形成能力） / 持続可能な開発の為の教育(ESD) / 国際研究者交流 |
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| Outline of Final Research Achievements |
The Tertiary Education for Sustainable Development Initiative (2011-2014) sought to develop a widely replicable model approach to tertiary-level sustainability education. Key achievements include the development of 1) a modular course combining interactive, interdisciplinary classroom learning with sustainability-themed fieldwork in campus, city, rural and coastal communities, piloted at Kyoto University and Hue University, Vietnam, and 2) a unique evaluative framework designed to gauge the effectiveness of the course in fostering essential sustainability competencies and encouraging students to not only think but to act sustainably. The universities' educational framework and students' prior knowledge of sustainability were found to be important influences on course effectiveness. Fieldworks and group discussion played an important role in leading students from theoretical knowledge to pro-sustainable behaviours, while social networking had limited success as a learning tool.
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