| 研究課題/領域番号 |
23K12767
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| 研究種目 |
若手研究
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| 配分区分 | 基金 |
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| 審査区分 |
小区分09040:教科教育学および初等中等教育学関連
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| 研究機関 | 京都大学 |
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研究代表者 |
BAARS ROGER 京都大学, 地球環境学堂, 講師 (80824094)
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| 研究期間 (年度) |
2023-04-01 – 2027-03-31
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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 |
4,550千円 (直接経費: 3,500千円、間接経費: 1,050千円)
2026年度: 780千円 (直接経費: 600千円、間接経費: 180千円)
2025年度: 1,040千円 (直接経費: 800千円、間接経費: 240千円)
2024年度: 1,560千円 (直接経費: 1,200千円、間接経費: 360千円)
2023年度: 1,170千円 (直接経費: 900千円、間接経費: 270千円)
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| キーワード | Climate Change / Disaster Resilience / Transformative Education / Disaster Preparedness / Climate Change Education / Uncertain Futures |
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| 研究開始時の研究の概要 |
The project focuses on formal (secondary) education in Japan, Germany and Australia. Through the synthesis of ‘what works best’ in each country, a more robust and effective ‘best-practice’ strategy will be developed to create an effective CCE-DRE educational approach.
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| 研究実績の概要 |
During the first phase of the project, a qualitative review (discourse analysis) of Climate Change Education (CCE) and Disaster Resilience Education (DRE) policies, materials, and curricula was conducted. However, there were unexpected challenges and barriers to this review. It proved more time-consuming, and was in some instances impossible, to obtain the relevant documents. Particular teaching materials and curricula are often not freely accessible. Hence, during the first phase of the project, only an incomplete representation of CCE and DRE documents has been achieved.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
3: やや遅れている
理由
The two main objectives for the first research phase were to identify partner schools that allow for teaching practice observations and other research activities during the following research phases, and to synthesize the main discourses in Climate Change Education (CCE) and Disaster Resilience Education (DRE) based on available documents (e.g., teaching materials, curricula and policies). Unfortunately, these targets were not met completely and only an incomplete evaluation took place. Main challenges were a lack of access to documents and the reluctance of many schools to partake in this project.
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| 今後の研究の推進方策 |
The second research phase will focus on the remaining task that could not be completed in phase 1 (e.g. partner schools and document access). A critical analysis of strengths and weaknesses evident in current CCE and DRE approaches will be conducted. Furthermore, expert discussions and teacher consultations are envisioned to take place in this second phase.
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