2001 Fiscal Year Final Research Report Summary
"Consensus Building" on the Environmental Education in Social Studies
| Project/Area Number |
12680264
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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 | Kyoto University of Education |
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Principal Investigator |
MIZUYAMA Mitsuharu Kyoto University of Education, Education Dept., Professor, 教育学部, 教授 (80303923)
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| Project Period (FY) |
2000 – 2001
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| Keywords | Consensus Building / Environmental Education / Social Studies |
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| Research Abstract |
To improve the environmental education in social studies, we had the following two purposes. The first purpose was to examine the environmental education in social studies from the viewpoint of "consensus building" and to propose a new teach theory. The 2nd purpose was to propose the environmental education lesson model which incorporated the process of "consensus building" at the compulsory education level.
To achieve these purposes, we did the following four.
(1) We set the point of view of "consensus building" into the citizenship education theory in social studies education, and showed the meaning of "consensus building" in citizenship education.
(2) We analyzed the concept of "consensus building" itself and made a framework for the new theory.
(3) We showed the social studies theory which contained consensus building process based on that framework.
(4) We developed the lesson model for the environmental education in social studies based on the new theory which was shown above.
As a result, we could show the following three.
1) The point of view of "consensus building" improves the social studies education which aims for "decision making".
2) The concept of "consensus building" is composed of four elements. These are the reality of the consensus, the procedure of the consensus, the restriction of the consensus, and the costs of the consensus.
3) The lesson model which aims for "consensus building" contains three viewpoints. These are the viewpoint of "WE ", the idea of guideline, and the level of drive.
Last, we developed three lesson topics. First, about the learning of the waste treatment center construction problem at the primary school. Second, about the learning of the carbon tax problem at the junior high school. Third, about the integrated learning between social studies and science at the junior high school.
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