4:15 PM - 4:30 PM
[G04-10] Environmental Education Practices through the School-Designated Subject "Fundamentals of Environment" at Saitama Prefectural Sayama Ryokuyo High School
Keywords:Environmental Education, Earth System, Disaster Evacuation Map, Sensory-Based Learning, Global Warming
This study examines the implementation of environmental education through the school-designated course "Fundamentals of Environment" at Saitama Prefectural Sayama Ryokuyo High School from April 2022 to February 2025. Sayama Ryokuyo High School is a credit-based comprehensive high school with both Daytime and Evening Divisions, offering diverse elective courses. To promote environmental education, the school introduced "Fundamentals of Environment" as an elective within the General Science track, scheduled between the 5th and 6th periods (14:35–16:15), allowing students from both divisions to enroll.
In the 2024 academic year, 46 first-year students (20 in the 5th period and 26 in the 6th) took this course, out of a total of 175 first-year students. The students come from diverse backgrounds, including those with prior school absenteeism, academic difficulties, or non-native Japanese speakers, as well as highly motivated learners with a strong interest in science and environmental issues. While students are frequently exposed to environmental news, many perceive environmental issues from a protectionist standpoint, believing that " It should be protected the Earth's environment from human activities." This raises fundamental questions, such as whether human activities are inherently harmful to the environment. However, systematic opportunities to explore the concept of "environment" remain limited.
To address this gap, the course incorporated active learning strategies based on the Earth system approach to enhance students’ scientific thinking. Three key activities were implemented:
1.Disaster Evacuation Map Creation
Students created a flood evacuation map for the Iruma River, a familiar landmark they cross daily. Using Google Maps, they analyzed flood-prone areas and evacuation routes, linking environmental awareness with disaster prevention.
2.Sensory-Based Environmental Learning
Recognizing that many students struggle with traditional academic learning, sensory experiences were integrated to enhance engagement. One experiment involved tasting and comparing hard and soft water, followed by analyzing kombu broth extracted with both water types. This activity engaged multiple senses, helping students understand the geological factors influencing water composition.
3.Poster-Based Environmental Discussions
Instead of relying solely on teacher-led instruction, students conducted independent research on global warming and created informational posters. This approach deepened their understanding of climate change while fostering communication and presentation skills.
A longitudinal survey of the 46 enrolled students throughout the 2024 academic year showed a gradual increase in environmental awareness due to active learning practices. Moving forward, continuous assessment will refine the curriculum, with a particular focus on how students internalize and apply Earth system concepts. While this study emphasized knowledge acquisition, future efforts should integrate more field-based activities, such as nature observations and hands-on experiments, to foster a deeper, more practical understanding of environmental issues.
In the 2024 academic year, 46 first-year students (20 in the 5th period and 26 in the 6th) took this course, out of a total of 175 first-year students. The students come from diverse backgrounds, including those with prior school absenteeism, academic difficulties, or non-native Japanese speakers, as well as highly motivated learners with a strong interest in science and environmental issues. While students are frequently exposed to environmental news, many perceive environmental issues from a protectionist standpoint, believing that " It should be protected the Earth's environment from human activities." This raises fundamental questions, such as whether human activities are inherently harmful to the environment. However, systematic opportunities to explore the concept of "environment" remain limited.
To address this gap, the course incorporated active learning strategies based on the Earth system approach to enhance students’ scientific thinking. Three key activities were implemented:
1.Disaster Evacuation Map Creation
Students created a flood evacuation map for the Iruma River, a familiar landmark they cross daily. Using Google Maps, they analyzed flood-prone areas and evacuation routes, linking environmental awareness with disaster prevention.
2.Sensory-Based Environmental Learning
Recognizing that many students struggle with traditional academic learning, sensory experiences were integrated to enhance engagement. One experiment involved tasting and comparing hard and soft water, followed by analyzing kombu broth extracted with both water types. This activity engaged multiple senses, helping students understand the geological factors influencing water composition.
3.Poster-Based Environmental Discussions
Instead of relying solely on teacher-led instruction, students conducted independent research on global warming and created informational posters. This approach deepened their understanding of climate change while fostering communication and presentation skills.
A longitudinal survey of the 46 enrolled students throughout the 2024 academic year showed a gradual increase in environmental awareness due to active learning practices. Moving forward, continuous assessment will refine the curriculum, with a particular focus on how students internalize and apply Earth system concepts. While this study emphasized knowledge acquisition, future efforts should integrate more field-based activities, such as nature observations and hands-on experiments, to foster a deeper, more practical understanding of environmental issues.