2022 Fiscal Year Final Research Report

Development of students' global competence by scientific inquiry of river environment

Research Project

PDF

Project/Area Number	19K03113
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Review Section	Basic Section 09080:Science education-related
Research Institution	Tokyo Gakugei University
Principal Investigator	MAYAMA Shigeki 東京学芸大学, 教育学部, 名誉教授 (40199914)
Co-Investigator(Kenkyū-buntansha)	大森宏東京大学, 大学院農学生命科学研究科(農学部), 助教 (10282691) 加藤和弘放送大学, 教養学部, 教授 (60242161)
Project Period (FY)	2019-04-01 – 2023-03-31
Keywords	グローバル・コンピテンス / 河川環境 / 科学的探究 / 珪藻 / 水質問題 / 水生昆虫 / シミュレーション / 博物館標本
Outline of Final Research Achievements	Web-based educational materials were developed, including diatom specimens collected in the past and present from rivers in Japan, the U.S. and India, an ecosystem simulator for understanding the relationship between human activities and river water quality, and videos and photographs of polluted rivers. In the final year of the project, classes were held four times each at three different schools, and students from the three schools exchanged opinions at the end of each class. Analysis of the questionnaires administered after each class showed that while each school's individuality was recognized, there was also some degree of overall commonality in the answers to questions regarding understanding and thinking about specific issues. Furthermore, a considerable degree of commonality was found among the three schools in the solutions that the students themselves could provide for a better global river environment, suggesting that they were generally able to achieve their goals.
Free Research Field	科学教育
Academic Significance and Societal Importance of the Research Achievements	欧米諸国と比較して、日本の生徒は外国の人や文化と接する機会が少なく、グローバルコンピテンス育成の土壌が醸成されていない。本研究成果は、河川の水質汚染という日本の過去と途上国の現在の問題を取り上げることで、共通の観点から偏見を持つことなく、科学的探求を行いながら、グローバルコンピテンスの向上が図られる点で意義がある。国際問題は多くの場合、その国地域独特のものとなりがちであるが、本研究で扱った河川水質問題は、国際間で等質のものとして扱えるうえ、教材として用いる珪藻標本プレパラートは、採集時における実物の環境指標であるため、学習はより身近なものであり、学校教育に貢献ができるものである。