Progress of ESD Lesson Plans in High School Geography in Japan -Using a TV Conferencing System for International Discussions

1
Progress of ESD Lesson Plans in High School
Geography in Japan-Using a TV Conferencing
System for International Discussions in the
Studies of Global Issues-
Kyoto Protocol
Shigefumi NAGATA (Mie University, Japan) At
German-Japanese ESD Symposium Japan German
Center, Berlin August 19, 2008
2
Background of ESD Lesson Plans

• ? In Japan, global issues are the main contents
  of geography in high school.
• ? Geography teachers have been emphasizing only
  the most serious of the global issues.
• ? Global issues are problems beyond the border
  and cannot be solved only in one country.

3
Process of The ESD Lesson Plans

• Learning of global environmental problems
• ?Date 22 Sep, 2006
• (Students were in Grades 12
• at Aki-Fuchu High School)
• ?Theme Global warming
• JAPAN Already Ratified the Kyoto Protocol
• Australia Not Ratified the Kyoto Protocol
• ?Topic The introduction of
• daylight savings time
• JAPAN Not introduced
• Australia Already introduced

Aki-Fuchu High School
Daylight savings time
4
Process of The ESD Lesson Plans

• Using a TV Conferencing System
• for International Discussions (TV conference)
• ?Preparation for the TV conference 8 Sep/15 Sep,
  06
• 1) Lecture on basic knowledge about Global
  warming (45 mn.)
• Lecture for the supporting side about
  daylight savings time(45 mn.)
• 2)Lecture for the opposing side about daylight
  savings time(45 mn.)
• ?Process of the TV conference 22 Sep, 06
  (1350-1500)
• 1) A debate about the introduction of daylight
  savings time by Japanese students (30 mn.)
• 2) Opinion exchange (questions and answers)
  between Japanese and Australian students (30 mn.)
  
• 3) The final judgment by the Japanese students
  (10 mn.)

5
Although light can pass, heat cannot pass through
greenhouse gases.
Lecture on basic knowledge
sun
greenhouse gases
earth
6
It is urgent to reduce CO2 emissions
Lecture for the supporting side

• Japan has to reduce 14 of CO2 emissions by
  2010, based on the Kyoto Protocol. Japan must
  introduce daylight savings time.

14
Goal to be achieved by 2010
7
The effects are limited, but the cost is huge
Lecture for the opposing side
Only!

• The cost of introducing daylight savings time is
  estimated to be
• \100 billion.
• The reduction of CO2 is 440,000 t
• Only 0.4 of the emissions Japan should reduce
  according to the Kyoto Protocol.

Ministry of Environment ?Stop The Global Warming
2004?
8
Process of the TV conference-School Year 2006-
Between Aki-Fuchu and Bede Polding High School
(Australia)
TWO SCREEN USED
DEBATERS ARE DISCUSSING
OPINION EXCHANGE
FINAL JUDGMENT
9
SubjectShould Japan introduce daylight
savings time for global warming prevention?
10
Another ESD Lesson Plans -School Year 2005-

• Learning of global peace
• ?Date 24 Feb, 2006 (Students were in Grades 11)
• ?Theme War on Iraq
• ?Process of the TV conference
• (1350-1500)
• 1) The opinion announcement of
• three Japanese students (20 mn.)
• 2) The opinion announcement of
• four Australian students (20 mn.)
• 3) Opinion exchange about global
• peace (30 mn.)

OPINIONS FROM AN AUSTRALIAN STUDENT
QUESTIONS FROM A JAPANESE STUDENT
11
The Effects of Using a TV Conferencing System in
the Studies of Global Issues
Purpose of the research To clarify the
effects of utilizing a TV conferencing system for
international discussions about global issues.

• Method of the research
• The effects were measured by worksheets before
  
• and after TV conference. 8 Sep, 15 Sep, 22
  Sep/2006
• " Should Japan introduce daylight savings
  time?"
• After checked either agree or disagree,
  students wrote why they thought so.
• ?The effects were evaluated in the cognitive
  domain.

12

• Effects in the cognitive domain

Table 1 The number of students according to their opinions (33students in the international course at Aki-fuchu High School) Table 1 The number of students according to their opinions (33students in the international course at Aki-fuchu High School) Table 1 The number of students according to their opinions (33students in the international course at Aki-fuchu High School) Table 1 The number of students according to their opinions (33students in the international course at Aki-fuchu High School)
8th Sep After the lecture for supporting side 15th Sep After the lecture for opposing side 22nd Sep After the TV conference
Agree 23(70) 11(33) 11(33)
Disagree 10(30) 22(67) 22(67)
Coloring shows the number before and after TV
conference.
13

• Effects in the cognitive domain

Table 2 The model of opinion change (33students in the international course at Aki-fuchu High School) Table 2 The model of opinion change (33students in the international course at Aki-fuchu High School) Table 2 The model of opinion change (33students in the international course at Aki-fuchu High School) Table 2 The model of opinion change (33students in the international course at Aki-fuchu High School)
8th Sep 15th Sep 22nd Sep number
Agree Agree Agree 8
Agree Agree Disagree 2
Agree Disagree Agree 1
Agree Disagree Disagree 12
Disagree Disagree Disagree 7
Disagree Disagree Agree 2
Disagree Agree Disagree 1
Coloring shows changes in their opinions by the
TV conference.
14

• Effects in cognitive domain

Table 3 Transition of reasoning level Table 3 Transition of reasoning level Table 3 Transition of reasoning level Table 3 Transition of reasoning level
8th Sep 15th Sep 22nd Sep
Level 1(no reason) 2 (6) 5 (15) 2 (6)
Level 2(simple reasons) 21(64) 13(39) 15(45)
Level 3(comprehensive reasons) 10 (30) 15 45) 16(48)
Level 2(simple reasons) based on only the
facts Agree energy saving, reduction of CO2,
etc Disagree high cost, low effect, etc
Level 3(comprehensive reasons) based on overall
ideas Agree In order to protect the earth,
we must change our life style as much as
possible, etc Disagree In order to protect
the earth, we must introduce other measures of
higher effectiveness and lower effects on life,
etc
15
ConclusionThe Effects of Utilizing TV Conference

• TV conference can improve students skills of
  thinking and reasoning.
• ?The students can think in two ways.
• ?The students can think from a higher platform.
• ?
• In the studies of global issues, direct contact
  with foreign students helps to increase students
  cognitive competences.