研究課題/領域番号 |
22KF0136
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補助金の研究課題番号 |
21F21792 (2021-2022)
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研究種目 |
特別研究員奨励費
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配分区分 | 基金 (2023) 補助金 (2021-2022) |
応募区分 | 外国 |
審査区分 |
小区分09080:科学教育関連
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研究機関 | 東京工業大学 |
研究代表者 |
高田 潤一 東京工業大学, 環境・社会理工学院, 教授 (90222083)
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研究分担者 |
THANAPORNSANGSUT SAWAROS 東京工業大学, 環境・社会理工学院, 外国人特別研究員
THANAPORNSANGSUTH SAWAROS 東京工業大学, 環境・社会理工学院, 外国人特別研究員
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研究期間 (年度) |
2023-03-08 – 2024-03-31
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研究課題ステータス |
交付 (2023年度)
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配分額 *注記 |
1,400千円 (直接経費: 1,400千円)
2023年度: 600千円 (直接経費: 600千円)
2022年度: 700千円 (直接経費: 700千円)
2021年度: 100千円 (直接経費: 100千円)
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キーワード | ESD / SDGs / Higher Education / Constructionism / Innovation in Education / Social Innovation |
研究開始時の研究の概要 |
本研究では,持続可能な開発を念頭に置いたデザイン授業を通じて,イノベーシヨン主導の学びのエコシステムを実現することを目指している 具体的には,日本およびタイの大学において,学生が身の回りの環境問題・社会問題の解決法のデザインおよびものづくりを通じて社会イノべーションを創発するような教育の方法を実践的に研究する.
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研究実績の概要 |
The results show how Constructionist Design for Sustainable Development takes shape as a (1) way of establishing making as a part of connecting students, environment, and community, (2) space for students to work together and collaborate with peers, and (3) form for the students to connect with the problem that they once thought couldn’t be solved by themselves. Students showcased their creative and innovative nature in tackling everyday environmental and social problems. For example, a group of pharmaceutical science and economics students made "BraceMed" - a handmade bracelet with a 3D printed pillbox - for a member's grandmother to remember to take medication. The team came up with the idea after learning about the grandmother's high blood pressure due to missing medicine. Making and designing a bracelet together also serves as a joyous family activity. Finally, students reflect on their accomplishments and their parts to achieve the Sustainable Development Goals - doing useful solutions with a creative spirit and drive for innovation. We believe that Constructionist Design for Sustainable Development is possible when students develop connections to the problems and people within their community. Additionally, the learning environment must encourage the students to design and experiment with new ideas. Students can be empowered by collaboratively designing solutions that have an impact on their community and themselves.
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現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
The planned activities all went well.
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今後の研究の推進方策 |
Another class will be conducted in the forthcoming year, to reinforce the findings.
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