Implementation and Evaluation of The Toyama Environmental Literacy Education Model

• KUNORI Noriyasu

  Faculty of Engineering, Department of Environmental engineering, Toyama Prefectural University

• ONISHI Kanako

  TOYAMA Environment Foundation

• WATANABE Koichi

  Faculty of Engineering, Department of Environmental engineering, Toyama Prefectural University

• HAYASHI Setsuo

  College of Technology, Department of Environmental systems engineering,Toyama Prefectural University

• KUSUI Takashi

  Faculty of Engineering, Department of Environmental engineering, Toyama Prefectural University

Bibliographic Information

Other Title

• 富山型環境リテラシー教育モデルの実施と評価
• －富山県立大学における全学環境教育を事例として－

Abstract

Toyama Prefectural University′s environmental literacy education model was launched in 2006. There are two purposes of this model. (1) To evaluate environmental education using social psychology and study environmental education in a small institute of technology. (2) To integrate this educational model and ESD (Education for Sustainable Development), and develop new engineering education in the institute of technology. The evaluation system of environmental education was created to achieve these targets. And evaluation result was opened for professors and students. This was to improve environmental education for individual students in order to encourage environmental problem solving. There were two measurements in the evaluation process. Micro-evaluation measured individual differences between each student. Macro-evaluation measured the education system as a whole. Micro-evaluation showed that basic environmental education, made changes in student′s recognition and attitudes. Experiential learning made changes in student′s attitudes and skills. Participatory activities made changes in student′s perceptions and attitudes. The target educational achievements were accomplished. However, the following three points should be considered for further improvement. (1) Large group lectures need to use visual educational information and include discussion between students. (2) Experiential learning should be conducted several times. (3) Participatory learning should promote voluntary group activities. The following improvements could be made by using a macro-evaluation. (1) Preparation of evaluation measures (measurement of program goals, objectives and learning results.). (2) Evaluation results could be used for greater understanding within the organization. (3) Evaluation results could be used by other organizations as a learning tool. An adaptation process of REB (Responsible Environment Behaviour) should be considered in order to educate and establish an environmental harmony-type technology development. It should also be developed using concepts of sustainability and ESD for the next educational step. We wish to propose the concept of Engineering Education for Sustainable Development (EESD).

Journal

• ENVIRONMENTAL SCIENCE

  ENVIRONMENTAL SCIENCE 24 (6), 531-539, 2011

  SOCIETY OF ENVIRONMENTAL SCIENCE, JAPAN

Keywords

• Environmental education
• environmental literacy education
• cross curricular environmental education
• evaluation of environmental education

Details

• CRID: 1390282679397634304
• NII Article ID: 130004554175
• DOI: 10.11353/sesj.24.531
• ISSN: 18845029
• ISSN: 09150048
• Text Lang: ja
• Data Source:
  • JaLC
  • CiNii Articles
• Abstract License Flag: Disallowed