4. IJESR - Designing Comprehensive Environmental Education in Elementary

www.tjprc.org [email protected]

DESIGNING COMPREHENSIVE ENVIRONMENTAL EDUCATION IN

ELEMENTARY SCHOOLS USING EXISTING MATERIALS ON MAIN SUBJECTS

RUN TIAN & TADAHARU ISHIKAWA Department of Environmental Science and Technology, Tokyo Institute of Technology, Yokohama, Japan

ABSTRACT

The importance of interdisciplinary environmental education (EE) in elementary school is recognized worldwide, but a practical approach for such instruction has not been established. Especially in China, The interdisciplinary approach is difficult to implement because of the separation of subjects under the professional teaching system. The present study proposes an implicit EE program that does not require plenty of extra hours, materials, and teachers, as it will relate the environment-related articles appearing in the current textbooks of major subjects. The idea was tested by analyzing one set of textbooks used in an elementary school in China. Case studies on the scenario of domestic wastes and the composite scenario of animals and food are presented in this paper, and the feasibility of the concept is discussed. The analysis showed that exercises for calculation training in the form of story problems in Mathematics are useful in leading children to deepen their interest in and understanding of the environmental issues they learn in Social Studies and Science. Further, the stories in Language will have the same function of EE if environmental issues are given deeper consideration in the process of composing the textbooks.

KEYWORD: Environmental Education, Elementary School, Cross-Subject, Implicit Program

Received: Sep 23, 2015; Accepted: Nov 13, 2015; Published: Nov 18, 2015; Paper Id.: IJESRDEC20154

INTRODUCTION

The term environmental education (EE) appeared around 1970, and its importance became recognized worldwide through the Beograd Conference in 1975 and Tbilisi Conference in 1977 [1]. EE aims to develop in students the internal capacity, such as respect toward and concern for the environment, as well as practical ability to solve associated problems by nurturing social commitment with scientific knowledge, technological application,

and logical explanation. Elementary school education plays a basic role in EE, especially with respect to internal

development [2].

Germany, one of the leading nations in EE, began the evaluation of EE programs and teaching materials for elementary school children in 1980 based on three criteria, namely, local concentration (lokale konzentration), interdisciplinary approach (interdisziplinaritt), and hands-on orientation (handlungs orientierung) [3]. These criteria are currently adopted in EE guidelines in many countries. Among them, the interdisciplinary approach

(i.e., EE coverage in many subjects) is often regarded as the most important to build up the overall capacity of students, as frequent discussion from different angles would deepen childrens interest [4].

In practice, however, the interdisciplinary EE program has not been properly organized owing to the

many requirements for each subject regulated by national criteria. In the case of Japan, the EE guideline lists environment-related topics from each subject, but the links among them are left to teachers to address, without any

Orig

inal A

rticle

International Journal of Educational Science and Research (IJESR) ISSN(P): 2249-6947; ISSN(E): 2249-8052 Vol. 5, Issue 6, Dec 2015, 27-38 TJPRC Pvt. Ltd.

28 Run Tian & Tadaharu Ishikawa

Impact Factor(JCC) : 4.3912 NAAS Rating : 2.72

suggestions for integration [5]. In the case of China, the target of this study, the interdisciplinary approach is more difficult to implement because of the requirements of the professional teaching system in elementary school; a professional teacher takes charge of one subject, which is different from other countries where one teacher (usually the homeroom teacher) teaches all of the main subjects.

The current study presents a scheme for comprehensive education in elementary school that could accommodate

interdisciplinary EE under the present Chinese system. In the proposed type of EE, environment-related topics in the existing textbooks of school subjects are used to construct a number of scenarios, and then interfaces among the originally independent topics are designed under specific scenarios. The concept was tested by analyzing one set of textbooks used in

an elementary school in China. Case studies on the scenario of domestic wastes and the composite scenario of animals

and food are presented, and the feasibility of the concept is discussed.

Study Framework Background

The guideline on elementary school education in China provides 24 school hours for EE in six years of education

(90 minutes per semester on average), which is less than 79 school hours as the actual results in Japan [7]. According to a survey by Yao in 2008 [8], however, only 60% of schools in city areas and 6% in rural areas satisfied the above criterion. Liu [9] reported three reasons for the low rates: teachers indifference to EE, lack of a practical EE program, and lack of professional EE teachers.

However, the underlying practical condition seems more complicated. The professional teaching system enhances the independence of one subject, and each teacher is occupied with efforts to motivate children to achieve high marks for them to succeed in the competitive examination for excellent junior high schools. As a result, schools assign many hours to major subjects, which are important for the examination. EE is not provided with enough hours for teachers to design a program or plan a series of classes on environmental scenarios, except for specially assigned schools (Green schools). Further, positions for professional EE teachers are limited. In addition, the chance of supplemental EE by NGOs is less

developed in China compared with other countries. The authors do not intend to criticize the above system but consider a

possible form of EE befitting the current system, given that reforms to the present educational system focusing on EE will

cause friction at many sides. The basic idea of this study is to form an implicit EE program by connecting the environment-related topics contained in the existing textbooks of school subjects. The program will not need plenty of extra hours, materials, and teachers if the teachers of existing subjects are interested in environmental issues.

Outline of Comprehensive EE

From the viewpoint of program topics, Social Studies and Science are the closest to EE: Social Studies cover topics on environmental issues in daily life, whereas Science includes those on the anthropogenic changes in natural

environment. Meanwhile, Language and Mathematics are not directly related to EE. However, textbooks for Language

contain a variety of stories introducing the linguistic rules and new characters at each stage of childrens growth, in which

environmental issues can be mentioned. Textbooks for Mathematics prepare exercises for children to master their calculation skills; exercises can be related to EE, such as story problems. If the stories and exercises are well connected

with the environment-related topics in Social Studies and Science through a number of scenarios, the implicit EE program

will lead children to the essential ideas for environmental consciousness.

Designing Comprehensive Environmental Education in 29 Elementary Schools Using Existing Materials on Main Subjects


The EE guideline in Japan classifies the items of EE to four categories [10]: (1) wastes and resources, (2) nature and life, (3) energy and global warming, and (4) Earth-friendly society. In this study, several sample scenarios were created based on this classification. This work shows a scenario on domestic wastes from #1 and a composite scenario of

animals and food from #2. The textbooks adopted by the elementary school attached to the Northeast Normal

University were used for the investigation. The textbooks have different publishers but are common for each subject (Table 1). All of the textbooks are provided for 12 grades from 1A to 6B. In addition, the published textbooks follow the official composition following the education guideline for each subject. Textbook selection by schools generally depends on the convenience for teaching.

Table 1: Textbooks Used in this Study

Subject Publisher Social

Studies Beijing Normal University Press Science Educational Science Publishing House Language Changchun Press Mathematics Beijing Normal University Press

Case Studies Domestic Wastes Scenario

Table 2 shows the units that contain topics related to domestic wastes. The topics appear about once a year on

average. The three topics in Social Studies and Science (2, 3, and 7) are the main issues in the units, discussions on which will include environmental problems. However, the four topics in Language and Mathematics (1, 4, 5, and 6) are sample stories and example exercises, and teachers may not use them to raise childrens awareness of the environment. Each

material is summarized as follows:

Table 2: Units Containing Topics Related to Domestic Wastes

Grade Social Studies Science Language Mathematics 1A (1) Classification 1B (2) Waste can be utilized 2A (3) I love my hometown 3A (4) Oceans 4B (5) Beautiful future 5B (6) Fraction calculation 6B (7) The environment

In the unit Classification in Mathematics 1A, many examples for classification familiar to children are

presented; furniture, stationery, fruits and vegetables, drinks, and wastes (Figure 1). From the figure of garbage boxes, teachers can lead children to consider which waste is for incineration or recycling, and which waste is not

waste but can be reused. From the examples of fruits and vegetables, they can consider that peels and cores may be eaten through certain methods of cooking. From the examples of drinks, the future of containers, such as cans,

plastic bottles, and cartons, can be discussed. Short quizzes for 10 to 15 minutes (a quarter of one school hour) will help the class consider about the practical meanings of classification in relation to waste problems.

30

Impact Factor(JCC) : 4.3912

(a) Fruits, Vegetables,Figure 1: Illustrations for

Pages on Waste can be used in Social Studies 1B cardboards, foam, polystyrene, and other materials (Figreturn to being waste, children will learn that the definition of wastes is not uniq

reused. If the teachers of Social Studies lead the children to remember the classification in Mathematics in the previous semester by communicating with the teacher of Mathematics, then the children can grasp the general

ideas of EE across the two subjects.

In the unit I love my hometown in Social Studies 2A, a number of illustrations show wastes being thrown on the

streets and children discussing with the teacher ways for keeping their town clean and beautiful (Figideas for improving the town environment are also illustrated on the next page. The lesson demonstrates the

extension of the waste problem from the home to the town, and the Social Studies teacher can explain the

connection.

(a) Creating Handicrafts Using Used MaterialsFigure

The unit Oceans in Language 3A introduces poetic articles on the beauty and mystery of the oceans,

accompanied by illustrations of various a

Interestingly, the illustration shown

before Oceans and presents the negative impacts of modern civilizawaste to oceans. The waste problem is thus expanded to the ocean. If the Language teacher shares the topics of

waste disposal problems with the Social Studies teachers, then

Vegetables, and Drinks (b) Wastes Illustrations for Classification Examples (Mathematics 1A)

Pages on Waste can be used in Social Studies 1B introduce many examples of handicraft made from used cans, cardboards, foam, polystyrene, and other materials (Figure 2a). Although these pieces will not last long and may return to being waste, children will learn that the definition of wastes is not uniq


of EE across the two subjects.


streets and children discussing with the teacher ways for keeping their town clean and beautiful (Figideas for improving the town environment are also illustrated on the next page. The lesson demonstrates the


fts Using Used Materials (b) Ideas to Keep Towns Cleanure 2: Solid Wastes (Social Studies 1B and 2A)


accompanied by illustrations of various aquatic lives and resources (Figure 3a). The unit is not related to wastes. Interestingly, the illustration shown in Figure 3b is inserted in the unit The age of electronics, which comes

before Oceans and presents the negative impacts of modern civilization. The illustration implies the disposal of waste to oceans. The waste problem is thus expanded to the ocean. If the Language teacher shares the topics of

waste disposal problems with the Social Studies teachers, then the former could comment on ocean p

Run Tian & Tadaharu Ishikawa

NAAS Rating : 2.72

(Mathematics 1A)

introduce many examples of handicraft made from used cans, 2a). Although these pieces will not last long and may

return to being waste, children will learn that the definition of wastes is not unique; waste materials may be



streets and children discussing with the teacher ways for keeping their town clean and beautiful (Figure 2b). Their ideas for improving the town environment are also illustrated on the next page. The lesson demonstrates the


Keep Towns Clean


3a). The unit is not related to wastes. 3b is inserted in the unit The age of electronics, which comes

tion. The illustration implies the disposal of waste to oceans. The waste problem is thus expanded to the ocean. If the Language teacher shares the topics of

could comment on ocean pollution.



(a) Ecosystems in the Ocean

(b) Pollution of the Ocean Figure 3: Oceans (Language 3A)

The unit Beautiful future in Language 4A starts from the story of a little blue skirt written by an American: A

girl was awarded the first prize for contributing to the class, and she was given a blue skirt. In seeing the beautiful

skirt, her mother felt proud of her daughter, but at the same time, she considered the girls shirt as well as hands

and legs to be too dirty. She washed the girl and changed her shirt. Then, she felt that their home was too dirty for the cleaned girl to live in. They cleaned their home. The father was glad to see the cleaned home and his beautiful

girl when he came home in the evening, and he thought he should clean the garden and the entire house the next

morning. Upon seeing their beautiful house, the neighbors thought they must clean their own houses and streets. As a result, the entire town became beautiful. If the Language teacher shares the idea of environmental

conservation, he will lead the children to remember what they learned in Social Studies 2A. In this way, Language

can contribute to EE if the textbooks provide the stories that satisfy not only the requirement of Language learning

but also promote ideas on the environment.

(a) Girl and her Reward

(b) Discussions Figure 4: The Blue Skirt Story (Language 4A)

At the end of the unit Fraction calculation in Mathematics 5B, many exercises are prepared in the form of story problems. Figure 5 shows an exercise with the topic recycling used paper. The importance of recycling is written in the first sentence, and information on the amount of used paper and recycling ratio is given in the text of calculation conditions. In their calculation, children will know that the amount of used paper is huge. A careful

teacher would indicate that the present recycling ratio in China (1/10) is much smaller than the world average (1/2). In this way, Mathematics can contribute to EE by taking the topics related to environmental problems in story problem exercises.

32


Figure 5: Story

A quarter of Science 6B is devoted to environment issues; the problem of waste disposal is the largest topic. The volume of garbage produced in Beijing is shown at first (Figand demerits are explained (Figure which appeared in the unit Classifi

recurrence was not plotted by the publishers, give

(a) Garbage dumping

(c) Collection of Garbage Figure

"Animals and Food composite scenario

An important factor in EE is human dilemma. People enjoy the urban life in modern society, which offers convenient traffic, a variety of appliances, and plenty of delicious food, but not the hazards caused by them, such as air a

water pollution, destruction of nature, and global climate change. Human beings must find the point of compromise

through comprehensive and balanced consideration. The contradiction between Value of lives and Food from lives was taken as an example for teaching and discussing the human dilemma. Table 3 lists the articles on

indicated by the symbols A and F, respectively. To save space,

are described.

tory Type Exercises on Waste Problem (Mathematics 5B

A quarter of Science 6B is devoted to environment issues; the problem of waste disposal is the largest topic. The volume of garbage produced in Beijing is shown at first (Figure 6a), then the treatment methods and their merits

ained (Figure 6b), and the importance of collection of garbage by type (Figwhich appeared in the unit Classification in Mathematics 1A (Figure 1b), is emphasized in the last part. This recurrence was not plotted by the publishers, given that the two textbooks have different publishers (Table 1).

Garbage dumping

(b) Merits and Demerits of

Garbage by Type

(d) Garbage Collection Boxes

ure 6: Illustrations in the Unit on Waste Problems

scenario

An important factor in EE is human dilemma. People enjoy the urban life in modern society, which offers convenient traffic, a variety of appliances, and plenty of delicious food, but not the hazards caused by them, such as air a


through comprehensive and balanced consideration. The contradiction between Value of lives and Food from lives for teaching and discussing the human dilemma. Table 3 lists the articles on

, respectively. To save space, only those articles important for the scenario composition


NAAS Rating : 2.72

(Mathematics 5B)

A quarter of Science 6B is devoted to environment issues; the problem of waste disposal is the largest topic. The 6a), then the treatment methods and their merits

6b), and the importance of collection of garbage by type (Figures. 6c and d), 1b), is emphasized in the last part. This

n that the two textbooks have different publishers (Table 1).

of Landfill

Collection Boxes

An important factor in EE is human dilemma. People enjoy the urban life in modern society, which offers convenient traffic, a variety of appliances, and plenty of delicious food, but not the hazards caused by them, such as air and


through comprehensive and balanced consideration. The contradiction between Value of lives and Food from lives for teaching and discussing the human dilemma. Table 3 lists the articles on animals and food

only those articles important for the scenario composition



Table 3: Articles on Animals (A) and Food (F) Grade Social Studies Science Language Mathematics

1A A-1 F-1 2A F-2 2B A-2, A-3 A-4 3A A-5 3B A-6

4B A-7 A-8 F-3

5A A-9 5B A-10 F-4

6A F-5 F-6 A-11

6B A-12, A-13 A-14

Article A-2 (Animals are our friends) in Social Studies 2B asks children which animal they like the best and the reason for their choice, expecting that they become friendly to other creatures. The next section A-3 (Wildlife protection) indicates that many wild creatures are endangered and then emphasizes the need to protect them using many illustrations and pictures. This topic is adopted for the exercise in the unit Addition and subtraction (A-4) in Mathematics 2B, where a girls comment The better the environment is, the more wildlife species increase! is added (Figure 7a). It is the rare case that a Mathematics textbook expresses a value judgement corresponding to that in Social Studies. This coordination across subjects may have been plotted by the publisher, as both textbooks were published by one company.

Three articles on wildlife in Language (A-5, A-6, and A-10) appeal that animals and birds have families (parents and children) as do humans, using poems and stories. The expected outcome is to encourage the childrens sympathy toward other creatures, regardless of the differences in species of animals and style of expressions.

(a) Mathematics Textbook 2B

(b) Language Textbook 3A Figure 7: Illustrations on Protection of Wildlife

In contrast to the psychological appeal in Social Studies and Language, Science describes the facts on human and animal lives. A-9 in Science 5A introduces the idea of food chains showing the relation among typical animals: Birds eat caterpillars before butterflies, snakes eat eggs before birds, and hawks eat snakes. Then, a question is put forth on the

results of anthropogenic changes to grassland with consideration for three factors: grassland, rabbits, and hawks. The teacher expects the answer With the reduction of grasslands, the number of rabbits must decrease owing to the decrease of

their food supply, and with the decrease in number of rabbits, hawks will decrease in number because they cannot kill and

eat enough rabbits. The lesson clearly shows that animals are not friends among themselves; they kill and eat one another

34


to survive. The Science teacher, who may not be aware

facts are scientific. However, how can the children find the point of compromise between them? Who can help them find the answer in the present professional education system?

Topics on food appear six times in total, as shown in Table 3. Pagthe article A-9 on the food chain) provide information on human foods in daily life, and a classify the foods from animals or plants as well as cooked or fresh (Figmeat. If the teacher encourages the children to rememrealize that humans are also involved in the food chain to survive. The lesson will give them a deeper understanding of the

relation between humans and animals compared with the idea We are friends provided in their Language class.

Meanwhile, F-2 in Social Studies 2A introduces the production process of crops and vegetable. The unit expects children to understand that food is produced through the effort of a large number of farmers, and therefore,

appreciate them and should not waste food. At this point, valid questions include How wide is the total farmland in

China? How are farmlands created? The textbook does not refer to these points, but children will easily notice that the

land was grassland and forest, where a variety of animals inhabited. One reason for not wasting food is that farmlands were developed at the cost of wildlife. The realization will lead children to consider the meaning of the article on wildlife

protection (A-3) in Social Studies 2B.

Other articles on food, namely, emphasize the importance of not wasting food, which may be attributed to the eating habits in China, especially in urban

areas. Indeed, the environmental damage due to massive food production using excess chemical fertilizers and

agrochemicals, as well as the impoverishment and population outflow of farm villages, is growing in severity

The circumstances may be too difficult for elementary school children to grasp, but suggestions will be useful as introduction to studies in junior high school and higher education programs, given that this issue is one of the major national problems for sustainable development.

The last unit of Science The environment summarizes the environment

in Science for the last six years. The last page of the unit appeals for the need to protect endangered wildlife species, andintroduces the construction of natural reserves in China. The unit is concluded with the line Give your opinions for

preserving the environment (Figure 10). It is not easy to find solutions only in the domain of science. However, if the

to survive. The Science teacher, who may not be aware of the articles that the children read in Language, will say that these

are scientific. However, how can the children find the point of compromise between them? Who can help them find the answer in the present professional education system?

Figure 8: A Part of a Food Chain (Science 5A)

Topics on food appear six times in total, as shown in Table 3. Pages of F-3 in the Science 4B textbook (before on the food chain) provide information on human foods in daily life, and a

classify the foods from animals or plants as well as cooked or fresh (Figure 9). The dish in the picture contains types of meat. If the teacher encourages the children to remember this part when they study the food chain, then threalize that humans are also involved in the food chain to survive. The lesson will give them a deeper understanding of the


Figure 9: Research Subject in Science 4B

in Social Studies 2A introduces the production process of crops and vegetable. The unit expects children to understand that food is produced through the effort of a large number of farmers, and therefore,



was grassland and forest, where a variety of animals inhabited. One reason for not wasting food is that farmlands were developed at the cost of wildlife. The realization will lead children to consider the meaning of the article on wildlife

Other articles on food, namely, F-4 in Mathematics 5B, F-5 in Social Studies 6A and emphasize the importance of not wasting food, which may be attributed to the eating habits in China, especially in urban

ndeed, the environmental damage due to massive food production using excess chemical fertilizers and

agrochemicals, as well as the impoverishment and population outflow of farm villages, is growing in severity

fficult for elementary school children to grasp, but suggestions will be useful as introduction to studies in junior high school and higher education programs, given that this issue is one of the major national problems for sustainable development.

t unit of Science The environment summarizes the environment-related topics that the children learned

in Science for the last six years. The last page of the unit appeals for the need to protect endangered wildlife species, andn of natural reserves in China. The unit is concluded with the line Give your opinions for

10). It is not easy to find solutions only in the domain of science. However, if the


NAAS Rating : 2.72

of the articles that the children read in Language, will say that these

are scientific. However, how can the children find the point of compromise between them? Who can help them find

n the Science 4B textbook (before on the food chain) provide information on human foods in daily life, and a research is recommended to

The dish in the picture contains types of

ber this part when they study the food chain, then the children will realize that humans are also involved in the food chain to survive. The lesson will give them a deeper understanding of the


in Social Studies 2A introduces the production process of crops and vegetable. The unit expects children to understand that food is produced through the effort of a large number of farmers, and therefore, people must



was grassland and forest, where a variety of animals inhabited. One reason for not wasting food is that farmlands were developed at the cost of wildlife. The realization will lead children to consider the meaning of the article on wildlife

in Social Studies 6A and F-6 in Language 6A, emphasize the importance of not wasting food, which may be attributed to the eating habits in China, especially in urban

ndeed, the environmental damage due to massive food production using excess chemical fertilizers and

agrochemicals, as well as the impoverishment and population outflow of farm villages, is growing in severity in China [11]. fficult for elementary school children to grasp, but suggestions will be useful as

introduction to studies in junior high school and higher education programs, given that this issue is one of the major

related topics that the children learned

in Science for the last six years. The last page of the unit appeals for the need to protect endangered wildlife species, and n of natural reserves in China. The unit is concluded with the line Give your opinions for

10). It is not easy to find solutions only in the domain of science. However, if the



students can synthesize what they learned in other subjects, they could come up with various answers, including those for the food problem. The scenario sharing in the implicit EE program among teachers will increase this possibility.

Figure 10: The Parting Words in the Last Unit in Science

DISCUSSIONS

Table 4 shows the standard time allocation in elementary and junior high school, and the percentage of minimum credit requirement in high school in China [12]. Content-unclear subjects are eliminated. In elementary school, the hours for Language and Mathematics stand out, whereas those for Social Studies and Science, which are the most environment-related subjects, are less than the hours for even Gymnastics and Arts. By contrast, the percentages of hours for Social Studies and Science increase in high school, with consideration for the childrens growth stage. Thus, Language

and Mathematics should be utilized for EE in elementary school through the proposed implicit program.

Table 4: Standard Time Allocation in Elementary, Junior High and High School (%) School Sociology Language Math Science English Gym. Arts

Elementary 7 to9 20 to 22 13 to 15 7 to 9 6 to 8 10 to 11 9 to 10 Junior high 11 to 13 20 to 22 13 to 15 7 to 9 6 to 8 10 to 11 9 to 10 High school 17.2 8.6 8.6 15.5 8.6 9.5 12.1

Three stories listed in the column of Language in Table 3 (A-5, A-6, and A-10), other than the story on the blue skirt ((5), Table.2), expect the children to consider other creatures from a sentimental view. This was a common tone and pattern in the other stories relating to different aspects of the environment (water, resources, etc.) in Language study. Although Language study has the important theme of developing humanity, more practical stories to prompt actions for improving the environment, similar to the blue skirt story, should be included.

Meanwhile, Mathematics exercises contain a variety of story problems. Table 5 lists the topics used for calculation training. The meaning of each environmental issue is also explained briefly in the story problems. Choosing topics for calculation training offers freedom, and if the topics are linked to the items in Social Studies and Science in the

same semester, then the childrens interest toward environmental issues will be deepened, as shown by the example in

Figure 5, where protection of wildlife is encouraged.

36 Run Tian & Tadaharu Ishikawa

Impact Factor(JCC) : 4.3912 NAAS Rating : 2.72

Table 5: Topics of Story Problems for Calculation Training in Mathematics

Grade Topics Grade Topics 1A Garbage collection by type 4A Volume of garbage transported by trucks 1B Collection of plastic bottles 4B CO2 consumption by trees 2A Handicrafts using used cans** 5B Recycling amount and rate of used paper

2A Sale of used goods at a bazaar 5B Budget saving by stopping the wasting of food

2B Wildlife increase in an improved environment** 6A Decrease of fish population caused by water pollution** 3A Number of insects that frogs eat 6A Capacity of water resources in China** 3B Wasted water by careless tap operation

The Social Studies and Mathematics textbooks analyzed in this study were published by one company. The four

topics in the Mathematics exercises marked with double asterisks in Table 5 have counterparts in lessons in Social Studies. The publisher may have considered the linkage of contents across subjects. Thus, encouraging publishers to design linkages among textbooks with environment-related topics will enhance the implicit EE program, and it may raise the teachers consciousness toward the environmental problems they discuss.

CONCLUSIONS

This study proposed an implicit EE program, which facilitates interdisciplinary EE under the current elementary

school education system in China. The implicit program does not need plenty of extra hours, materials, and teachers, as it

connects the environment-related articles appearing in the textbooks of major subjects.

The case study on a set of textbooks showed that the design of several scenarios for the implicit program is

possible through teamwork among the teachers, and that exercises for calculation training in the form of story problems in

Mathematics lead children to deepen their interest in and understanding of the environmental issues they learn in Social

Studies and Science. Further, the stories in Language will have the same function as EE if publishers consider environmental issues more in the process of composing the textbooks.

REFERENCES

1. Robert, L. C. and Simmons, B., The history and Philosophy of Environmental Education, The Inclusion of Environmental Education in Science Teacher Education, 2010, pp,3-16.

2. Ishikawa, T. and Hosoi, S., Environmental education at primary school and estimation of its results A case study in Siogama city-, Environmental systems research, 1994, Vol.22, pp.323-332.

3. Nguyen T. T., Improving environmental education in primary schools in Vietnam, Doctoral degree of Waseda University, 2002, pp54-55.

4. Sajima, T and Nakayami, K., Environmental Education of the world, pp33-34.

5. Science Council of Japan., Proposal: Promotion of Environmental Education focused on school teaching, pp4-6.

6. Research Institute for School Education., The current situation of education in foreign countries, 2006.

7. Saitama Prefectural Education Center., The implementation of education for sustainable development in elementary and junior high schools, Research Report, 2012, Vol.359, pp.22-23.

8. Yao, W., Situation and improvement of primary school Environmental Education in Tongling area, China educational



Technology and Equipment, 2008,Vol. 11, pp71-72.

9. Liu, G., The perspective and rational thinking of Environmental Education in primary school, Educational Science Research, 2011, Vol. 14, pp115-116.

10. Ministry of the Environment of Japan., Environmental education applied in classrooms, Accessed Feb 10, 2015 https://www.eeel.go.jp/env/nerai/index.html.

11. Hua, X. and Jiang, X., The pesticide pollution and control countermeasures in China, Environmental Science Research, 2003, Vol.03, pp40-43.

12. Ministry of Education of China., The experimental program for compulsory education curriculum, 2001.

4. IJESR - Designing Comprehensive Environmental Education in Elementary

Documents

Transcript of 4. IJESR - Designing Comprehensive Environmental Education in Elementary