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Shigefumi NAGATA (Mie University, Japan) At German-Japanese ESD Symposium

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

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Shigefumi NAGATA (Mie University, Japan) At German-Japanese ESD Symposium

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  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 knowledgeabout Global warming (45 mn.) Lecture for the supporting side about daylight savings time(45 mn.) 2)Lecture for the opposing sideabout daylight savings time(45 mn.) ○Process of the TV conference [22 Sep, 06](13:50-15:00) 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. Lecture for thesupporting side It is urgent to reduce CO2 emissions Japanhas to reduce 14%of CO2 emissions by 2010, based ontheKyoto Protocol. Japan must introduce daylight savings time. 14% Goal to be achieved by 2010

  7. Lecture for the opposing side The effects are limited, but the cost is huge The cost of introducing daylight savings time is estimated to be \100 billion. The reduction of CO2 is 440,000 t ＝Only0.4％of the emissions Japan should reduce according to theKyoto Protocol. Only! 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. Subject:[Should Japan introduce daylight savings time for global warming prevention?]

  10. AnotherESDLesson 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 (13:50-15:00) 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 systemfor international discussionsabout global issues. Method of the research The effects were measured by worksheetsbefore 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 Coloring shows the number before and after TV conference.

  13. Effects in the cognitive domain • Coloring shows changes in their opinionsby the TV conference.

  14. Effects in cognitive domain 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 overallideas 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 effectson life, etc

  15. Conclusion：The 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.

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