Ishikawa Prefectural University Academic Information Repository / 石川県立大学学術情報リポジトリ
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Subjective Evaluation of Environmental Education Experienced in Compulsory Education and Perceptions of the Future: Survey-Based Considerations for Post-Adult Feedback
Get PDF本研究では、日本でとりわけ実践例が多い義務教育期間における環境教育をとりあげ、その教育に触れた市民による主観的評価と今後の環境教育のあり方の認識を探索した。既往研究の多くが示すように、環境教育や環境保護活動事後の調査によって評価が行われてきたが、本研究では Web 調査を活用し、成人後のフィードバックによる評価に依拠して考察した。調査対象は、2020 年 3 月に石川県在住、かつ石川県内で義務教育を受けた、20 歳から 49 歳までの市民 1,000 人である。分析の要点は、①義務教育期間中の環境教育や活動体験の有無と、現在の環境意識及び行動規範との関係、そしてそれに対する自己評価、②今後の環境教育のあるべき方向性に関する認識である。①については、明確な統計的関係が示されたが、②については、更に環境教育を充実させるべきと考える意見は少数派であることが明らかとなった。Environmental education plays a prominent role in the Japanese curriculum covering years of compulsory schooling. This study explores citizens' subjective evaluation of the existing environmental education and their perceptions of it in the future. A review of previous studies shows that environmental education and environmental protection activities have usually been evaluated through post-surveys. However,we used a web-based survey to generate results for analysis. The main areas of inquiry were (1) how environmental education experiences and related activities during compulsory education affect participants’ current environmental awareness and behavioral norms,based on self-evaluation,and (2) perceptions of the ideal direction for environmental education in the future. Although a clear statistical relationship was found between positive experiences of environmental education and continued awareness,a minority of respondents thought that environmental education should be further enhanced
University Freshmenʼs Generic Skills and GPA at the First Semester: Relationship with Critical Thinking Attitude,Learning
Get PDF本研究では、地方 A 大学の 1 年生 3 年間分のデータを用いて、1 年前期終了時の汎用的技能および GPA の一般傾向と入学時の批判的思考態度、達成目標、学力および前期終了時の自己調整学習方略の獲得度との関連について検討した。その結果、PROG のリテラシーは入学年度による違いは見られず、男性よりも女性の方が高かった。また、入試種別による違いが見られた。一方、コンピテンシーには入試種別差は認められず、入学年度による差異が見られ、女性よりも男性の方が高かった。加えて、入学時の批判的思考態度や達成目標のバランス、前期終了時の自己調整学習方略の獲得度との関連が示された。1 年前期の GPA も男性よりも女性の方が高く、入学時の一部教科の学力および前期終了時の自己調整学習方略の獲得度との関連が認められた。本結果は、学修成果と入学時の資質・能力との関連のしかたにおける差異の有無に焦点を当てて議論された。This study examined the relationship between generic skills at the end of the first semester and critical thinking attitude,achievement goals upon admission,and acquired self-regulated learning strategies. And the relationship between academic achievement (GPA) of the first semester and those factors were also examined. The data were collected over three years on first-year university students. Consequently,the progress report on generic skills (PROG) literacy was higher in women than in men,regardless of the admission year. Additionally,there were variations depending on the entrance examination type. Conversely,PROG competency was affected by the admission year,with a higher impact for men than for women,whereas the entrance examination type did not affect it. Further,a relationship was found between some competency aspects and a critical thinking attitude,balance of achievement goals upon admission,and degree of acquisition of self- regulated learning strategies at the end of the first semester. The GPA of women was also higher for the first semester than that of men,and a relationship was found between some subjects' initial academic ability and the degree of acquisition of self-regulated learning strategies at the end of the semester. These results were discussed,focusing on the presence or absence of differences in the relationship between learning outcomes and qualifications and abilities upon admission