Kobe College Institutional Repository / 神戸女学院大学機関リポジトリ
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Environmental Education for Primary School Students in Nishinomira City
Get PDF西宮市における環境教育の現状について調査した。本市は環境学習宣言都市ということもあり、特色ある環境教育を行っている。この環境教育の特徴は、環境に関する体験をした場合は、EWC（地球ウォッチングクラブ）エコカードにスタンプを押してもらい、貯まればアースレンジャーという称号を得ることができるというものである。これは楽しみながら環境活動が目に見える形で行うことができ、学校、地域、企業が協力して地域の子供達を育成することができるプログラムである。著者らは、西宮市に存在する小学校において環境に対する認知度を調査した。各学校により、環境教育に対する意識について差はあったが、総じて環境教育の重要性を認識していた。The current status of environmental education in Nishinomiya city was researched. Because Nishinomiya city is a city that declared as an “environmental learning declaration city”, this city carries out distinctive environmental education. . The characteristic of this environmental education in Nishinomiya city is to use the EWC （Earth watching club） eco-card. Environmental education with EWC eco-card will be described. If primary school student have carried out experience leaning, a stamp pressed on the EWC eco-card and if ten stamps are stored, they can get the title called earth ranger. This program can make the accomplishment of environmental activity visible and can cultivate children by cooperating with schools, regions and companies. The authors researched the awareness of environment education in each primary school. Although there was a difference in consciousness about environmental education by each school, in general, it recognized the importance of environmental education.departmental bulletin pape
Identification method for two species of the genus Anterhynchium （Eumenidae, Hymenoptera） using body color of prepupa
Get PDFA mason wasp Anterhynchium flavomarginatum micado is known as one of the most common species utilizing bamboo trap-nests in Japan. In recent years, another mason wasp A. gibbifrons, which was newly described and known so far only in Japan, rapidly spread in south-western Japan. These two mason wasps sometime occurred in the same trap-nest, but cannot be identified before adult emergence. Thus, we tried to distinguish them by means of discriminant analysis using body colors at prepupal stage of the wasps as independent variables. Body colors were measured as RGB values for digital images of prepupae from nests of both species obtained in Sasayama and Sanda, Hyogo prefecture in 2017. Body colors were significantly different between A. f. micado and A. gibbifrons, and prepupa of the latter was more orangish than that of the former. The results of discriminant analysis showed that more than 90% of these two mason wasps were successfully distinguished only on the basis of their prepupal body colors.departmental bulletin pape
The Relationship between Elementary School Teachers' Gender Awareness and the Perception of Gender Difference in Subject Learning Abilities: Preventing the Propagation of Gender Stereotypes
Get PDF現代の日本では理系分野における女性の割合を増やすことが目標とされている。女性の理系科目に対する関心や学習意欲の低下には、「理系は男性、文系は女性」といったジェンダー・ステレオタイプを背景とした教師や親の態度が影響していると考えられている。（森永, 2017)。本研究では、小学校教諭がもつジェンダー観と教科学習能力に対する性差の認識を調査し、その関連を検討した。また、同様の調査を一般人（事務職員）にも実施し、小学校教諭との比較を行った。その結果、小学校教諭は一般人よりも性別特性論に対する信念は有意に弱かったものの、いまだに強く信じている人も少なくないことがわかった。性別特性論の信念が強い教諭ほど、教科学習能力の性差を大きく認識しており、生徒の性別によって働きかけが異なるという関連がみられ、ジェンダー・ステレオタイプの強い教師が、それを再生産している可能性が示された。ステレオタイプの再生産を防止し、男女共同参画社会を実現するためには、特に教育者がステレオタイプ的な思考を抑制し、性別カテゴリーにあてはめて個人の能力を推測することなく、各個人が秘めている能力を引き出すことに努める必要がある。One of the goals currently focused on by Japanese society is to increase the percentage of female students in the field of science. The lack of academic motivation toward science-related subjects among women is believed to be impacted by the attitude of teachers and parents based on the gender stereotype that science should be studied by men and humanities by women (Morinaga, 2017). This study researched the perception of gender roles and differences toward subject learning abilities as held by elementary school teachers, then examined the correlation between the two. A similar survey was also conducted with the general public (office employees), comparing the results with that of the elementary school teachers. The results showed that although elementary school teachers' conviction toward gender characteristics was significantly weaker than that orf the general public, there were some teachers who still strongly supported traditional stereotypes. Teachers who believed in gender characteristics greatly perceived a larger gender difference in regard to subject learning abilities, with a correlation seen in the way they approached students depending on their gender. This suggests the possibility that teachers who have a firm belief in gender stereotypes are propagating these views. In order to prevent the propagation of stereotypes and achieve a gender- equal society, educators in particular need to be free from such stereotypical mind-sets. Rather than making assumptions about individuals' abilities by fitting them into gendered categories, educators should be striving to draw out the latent abilities of each of their students.departmental bulletin pape
Lecture by High School Science Teacher Held at Kobe College in Academic Year 2018, Part 2 ー A Part of Teachein Methods of Science Class ー
Get PDF2018年11月27日、「理科教育法Ⅱ」の授業の一環として、神戸女学院中学部・高等学部の宮田による理科教職講演会を開催した。演題は、「私の生物学研究・教育の取り組み」であり、3年生6名、1年生1名、4年生1名の計8名が出席した。理科の授業を通じて、(1)身の回りの科学現象が自然界のルールでどのように説明できるかを学ぶことで、新たな視点を獲得し、現象の存在に気付く力を養い、(2)私たちと密接に関わる病気や環境問題などへの理解や考えを深化させ、判断力を養って欲しいと考えている。本講演では、このような想いに基づいた授業実践の事例を紹介した。また、教員自身も科学現象に対する強い探究心を持ち、楽しみながら実験や観察を続けることの意義についても述べた。いずれの受講生も、真剣かつ熱心に聴講した。講演会の感想からも、多くの受講生が、生涯学び続け、研究活動を継続させることの重要性を理解し、成果が認められた。departmental bulletin pape
Revisiting Compositions of Binary Solutions and Their Interconversion Equations, Part 2―Interconversions of Compositions in Concentrations-Contents and Concentrations-Fractions―
Get PDF我々はすでに二成分系溶液における4種類の濃度間、3種類のコンテント間、3種類の分率間および3種類の比間の関係について検討し、これらに関する相互変換式を得た。本研究では、継続して濃度－コンテントおよび濃度－分率間の相互変換式を系統的に誘導した。誘導した式の有効性を検証するため、エタノールの質量分率が0.500のエタノール水溶液を例にとり、この値をモル濃度、数濃度、質量濃度、および体積濃度へ、さらに、エタノールのモル分率0.281および体積分率0.558（いずれも質量分率0.500に相当）を、モル濃度へ変換した。相互変換式を用いて算出した組成の値は元の値と有効数字3桁で一致した。それゆえ、相互変換式は、溶液科学の定量的な研究や高等学校や大学で化学を指導する際に有用であろう。We have already investigated relations among four concentrations, three contents, three fractions, and three ratios in binary solutions, and obtained their interconversion equations. In this study, successively, we have systematically derived the interconversion equations in concentrations–contents and concentration–fractions in binary solutions. In order to examine their validity, we have selected an aqueous ethanol solution whose mass fraction of ethanol is 0.500 as a sample, and converted this value to the four concentrations such as molar, number, mass, and volume concentrations, and 0.281 mole and 0.558 volume fractions of ethanol, both of which are 0.500 mass fraction of ethanol, to the molar concentration. All composition values estimated using the interconversion equations are in agreement with the original ones within three significant figures. Therefore, these equations will be useful for investigating quantitative solution science and teaching chemistry to high school and university students.departmental bulletin pape
