Post on 04-Apr-2018
2011/7/7
1
Society for Nagasaki University
Energy and Environmental Education
What’s true wealth?
Noboru Fujimoto @ Nagasaki University
①Insufficient environmental education…lacking the energy viewpoint
②Insufficient integrated study period
Background
② g y p③As a country proposed ESD, are we actually practicing
what we have planned?
Problems in teaching ‘integrated study period’met eor o l og y
1%
a tmos pher e
(a i r )
8%r i v e r a nd
ocean
(wa t e r )
l oca l
18%
g ener a l
s ub j ec t
12%School System Class System
Insurance of time Evaluation method
Theme of E.E
obs er va t i on
7%
(wa t e r )
15%
a ni
p r ot ec t i on
8%cu l t i v a t i on
6%
ener g y
3%
g a r ba g e
13%
18%
i ns pect i on
9%
Budget Systemize & Planning
Repletion facility and reposes
Development of teaching materials
Teacher training Cooperation with supporters
Curriculum
destruction of natureWar & peace
cycle
Toward construction of a sustainable society
Nature Education
OutdoorEducation
Science
環境問題についての学習
coexistenceIntergenerational equalityDevelopment
Education
Peace Education
Study on Env. issue
ESDStudy on Env
protection
Env.Edu.Natural env.
elements
Air, waterSocial SystemPolitics, economics
city, domestic forests, riverculture, civilization artificial material
( i tifi i ili ti )
air & waterpollution
Global warmingDepletion of resource & energy
Waste problemprivacy
human-rights issue
Gender issue
povertyrelations
finiteness
diversity
Science Education
Energy Education
Technology Education
人間環境についての学習
human-rights Education
Education For global understanding
Study on human
Env.Artificial
env. elements
(scientific civilization) problemchemical pollution
Health issue
food shortageOver population
privacy
Technological development
From ego to eco
Consideration to others
Food & agriculture Education
Health EducationConsumer Education
home Education
Social Education food contamination
STS Education
Purpose of peace education in Nagasaki①Pursuit ‘the spirit of quest for peace’ stated in the Japanese
Constitution Law and the Fundamental Law of Education.
Relation with peace education
Constitution Law and the Fundamental Law of Education.②Cultivation of resources related to peace such as ‘respect for life’ and
‘spirit for international cooperation’.③Educate children who could share the importance of peace and pass
on the atomic bomb experience to the next generation.
Our definition of Energy environmental educationIn the process of clarifying the relationship of human behavior and
natural environment on earth from the view point of energy, it helps to find out the connection between our life and our surroundings. By acquiring the ability to adjust our lifestyle and social system, students could obtain the skill and knowledge necessary to attain future world peace.
2011/7/7
2
Introduction to our activity①Develop teaching materials necessary for energy and environmental
education.②Engage in educational activities for school and lifelong education and
develop and evaluate the program.③③Plan, implement and evaluate the teacher education.④Teach energy and environmental education at the Faculty of Education.⑤Support and cooperate with public administration, NPO and corporate
enterprises.
Number of people
2007 2008 2009 2010
organized supported Organized supported organized supported organized supported
Aelementary 744(6) 200(3) 954(13) 718(6) 1556(16) 250(3) 376(5) 127(5)
)
A c t i v i t y
Junior high
93(1) 660(2) 14(1) 301(8) 38(3) 1250(5) 250(2) -
Senior high
1230(2) - - 620(1) 240(2) 41(1) 5(1) 300(4)
college 54(3) - 76(3) 50(1) 109(4) - 56(1) -
General 550(2) 2005(8) 860(3) 7754(8) 717(4) 11392(12) 900(2) 900(3)teachers 60(1) 113(4) 48(3) 159(6) 100(3) 375(10) 74(3) 360(14)
Energy Environmental education :
Teaching material Example 1●Connection between energy and me
40 years ago present future
Extension of learning (creativity)
?
Study how society changes through time :Sociology class in the 4th grade
Re experienceEcological Footprint Analysis 20 (2001)
・Difference in lifestyle now and old days
・Power source?・Future respective?・Modern lifestyle from the view point of ecological footprint?
Re-experience(do)
Experience(try)
Look(finding the
problem)
Think(exegeticalsuggestion)
Plan(sophistication of
hypothesis)
15
10
5
0
-5
-10
-15
(ha/
pers
on)
Debt for environment (global ha/person) Biocapacity (global ha/person) E.F.A.(global ha/person)
World JPN USA DE PRC NZ BUET
Energy Environmental education :
Teaching material Example 2AIM: As an example of energy exchange , relationship between food
production and energy is explained through cultivating rice
Self-sufficiency rate in food
Self-sufficiency rate in energy
Sun light
Plants cultivation
Food
40%gy
4% Food mileage 7 times more than US
Measure amount of photosynthesis
Summary: Through recognizing the energy consumption for food production, find out the relationship between everyday life and energy, and eventually give a deep consideration on our own behavior
Learn actual condition of plant’s energy exchange
Observe growing processMeasure CO2
Food
Human
Waste
Energy Environmental education :
Teaching material Example 3Importance of technological development
●Experience power generationVariety of power generation: Learn the principle –Acknowledge the merits
and demerits of different methods –Recognize the importance of saving energy by comparative experiments on several lighting methods.
Experience power generating
Experience everyday electrical consumption
Comparative experiment on incandescent light and fluorescent light
Study construction
y p p g g
Learn how to increase power
free trial teaching materials: SNU3Ehttp://tech.edu.nagasaki-u.ac.jp/tech/energy/home/index.html
Process of thermal power generation
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Yagami Elementary school in Nagasaki , 4th gradePurpose: Summary and review for integrated study period at designated schools
Class supportElementary School / integrated study period
Hour Student activity Coordination with outside6 Hello, English
11 Expedition team ①Find out about the garbage in our city
study tour :incinerator plant
3 Talk on atomic bomb experience GT (Atomic bomb survivor)6 Let’s paint a poster for peace4 Let’s make up a catch ward for peace
35 Expedition team ②Discovery of wonder in the river
study tour :water and sewage plantDiscovery of wonder in the river water and sewage plant
10 Expedition team ③Let’s think about recycling
Prefecture GT
2 Summary(Main activity) SNU3E GT20 Expedition team ④Let’s have a conversation
・Communication with disabled people・Set assignment, activity, presentation・Review, practice
School for the visually and hearing Impaired
Class support Elementary school / integrated study period
【Introduction / Review】 Think of waste and water 【Extension】 Study electricity
【Conclusion】 Recognize CO2 and think of our life 【Extension】 Steady supply of electricity
School: Nameshi Elementary school, Nagasaki. 6th gradePurpose: Help with the energy conservation activity
【 】
Class SupportElementary school / integrated study period
【June】 Global warming and our life at schoolExcavation of wastefulness
【Nov.】 Energy conservation at home【Feb.】 Energy conservation in the community
25
30
10,000
12,000
h)
2007 2008 20092007 2008 2009
e (℃
)
(kW
h)
0
5
10
15
20
0
2,000
4,000
6,000
8,000
3 4 5 6 7 8 9 10 11 12 13 14
平均
気温
(℃
)
消費
電力
量(kW
h
月
mea
n ai
r tem
pera
ture
month
pow
er c
onsu
mpt
ion
Republic of Energy Conservation – established in 2003President – School principalMinistry of Water saving, Ministry of Electricity saving, Ministry of Natural resources, Ministry of Recycling, Ministry of Global Environment -- chosen from the 6th grades.
Class supportElementary school / integrated study period
Ministry of Recycling, Ministry of Global Environment chosen from the 6 grades.
・Each class elects Corps for energy saving patrol.・Recycle leftover food and bottle caps.・School broadcast appeals saving electricity and water.
34% less electricity consumption in 2003 compared to 2002
Students presentation Answer questions from each Ministry Inspection tour from abroad
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Class supportJunior High, Technology
Junior High School affiliated with Nagasaki Univ. 2nd grade【Lamp Shade manufacture】
1 Discuss plan
160無回答
1.Discuss plan2.Review production schedule3.Production of electrical parts4.Study lighting – efficiency, experiment5.Design of shades6.Study evaluation
Capability of proper selection and usage of energy-saving products
0 1
30
100
18
23
1 0
3 50 21
11
2
0
0
20
40
60
80
100
120
140
全くしない 殆どしない たまにする 常にする
実施状況
実施
件数
無回答
増えた
変化無し
減った
Change in consciousness for energy saving products
quan
tity
of re
spon
ses
implementation status
ActivityTeacher Training
Studied plantson campus in 2010.
Effective usageof rain water in 2010
Learn the benefit of saving water
Started biotope project in 2009.
Making nametags for plants.
of saving water.
Teacher training at the Center and Facility inspecting tour with education and engineering dept.
Class supportHigh school / assignment research
Nagasaki industrial High School, 3rd grade(Class assignment)
Fuel cell car production
Instruction for making fuel-cel car
Fuel-cell car production
Kunimi High School in Nagasaki(Student-body activity)Lowering environmental load by PDCA
Compared with 2003Ele tri it sage 6% tba kEle tri it sage 6% tba k
Training and support for EMS
Electricity usage 6% cutbackElectricity usage 6% cutbackFuel 8% cutbackFuel 8% cutbackCopy paper 20% cutbackCopy paper 20% cutbackWaste generated 20% cutbackWaste generated 20% cutbackWaste recycling rate 60%Waste recycling rate 60%
ESD
○DemandReview our society and ourselvesReview our society and ourselves from a viewpoint of energy.
○Continuous implementation at schoolEarn a trust as a support group from outside.(In need of smile, texts, curriculum, security, positive attitude and pursuit of peace)positive attitude and pursuit of peace)
○Issue of nuclear energyUnnecessary, but what about convenient lifestyle?