ログイン
言語:

WEKO3

  • トップ
  • ランキング
To
lat lon distance
To

Field does not validate



インデックスリンク

インデックスツリー

メールアドレスを入力してください。

WEKO

One fine body…

WEKO

One fine body…

アイテム

  1. 122 新領域創成科学研究科
  2. 38 環境学研究系 サステイナビリティ学教育プログラム
  3. 1223825 修士論文(サスティナビリティ学)
  1. 0 資料タイプ別
  2. 20 学位論文
  3. 025 修士論文

Sustainability Education and Diversity : In the context of higher education in Japan

http://hdl.handle.net/2261/50534
http://hdl.handle.net/2261/50534
2d755635-b9be-47d4-8c3e-81f10092cef9
名前 / ファイル ライセンス アクション
K-03088.pdf 本文(fulltext) (995.3 kB)
K-03088-a.pdf 要旨(summary) (283.7 kB)
Item type 学位論文 / Thesis or Dissertation(1)
公開日 2012-02-09
タイトル
タイトル Sustainability Education and Diversity : In the context of higher education in Japan
言語
言語 eng
キーワード
主題Scheme Other
主題 sustainability
キーワード
主題Scheme Other
主題 education
キーワード
主題Scheme Other
主題 higher
キーワード
主題Scheme Other
主題 university
キーワード
主題Scheme Other
主題 diversity
キーワード
主題Scheme Other
主題 student
キーワード
主題Scheme Other
主題 Japan
資源タイプ
資源 http://purl.org/coar/resource_type/c_46ec
タイプ thesis
著者 Nguyen, Linh Dan

× Nguyen, Linh Dan

WEKO 6002

Nguyen, Linh Dan

Search repository
著者別名
識別子Scheme WEKO
識別子 6003
姓名 ウエン, リン ダン
著者所属
著者所属 東京大学大学院新領域創成科学研究科環境学研究系サステイナビリティ学教育プログラム
著者所属
著者所属 Graduate Program in Sustainability Science, Graduate School of Frontier Science, The University of Tokyo
Abstract
内容記述タイプ Abstract
内容記述 This treatise is going to work on the relationship between sustainability education and diversity of students. Studying diversity is not an unexplored topic, especially with respect to racial and ethnic heterogeneity. Both positive and negative impacts have been found on the productivity and learning outcomes when various types of individuals study or work together. Then the questions are how and why diversity of students is important to this new type of education? Authors like Dietz (2009); Piland et al. (2000); Thatcher (1999); Winchester (2002) have invested their thoughts in determining the relationship, but no works to date have analyzed the new elements in sustainability education. Limiting the scope of research to Japan, the main question is How does the diversity of students affect the sustainability education in higher education?. Qualitative Research and Case study are the basic methodology of the study. Methods include Documents, Archival records, Interviews, Direct observation, Participant-observation, and Physical artifacts (Yin, 1994). Additionally, expert consultation and a number of test surveys are inevitable steps prior to conducting the questionnaire to students. Online Surveymonkey® and Excel Spreadsheet 2007 are where data are processed. Two case studies on sustainability education were carried on: one short-term and one long-term education. Both IPOS (Intensive Program on Sustainability) and IR3S (presently SSC - Sustainability Science Consortium) education are providing sustainability courses and calling for students from various academic backgrounds and cultures. Key contents of research questions are about the sources of new knowledge on Sustainability; the benefit from the study environment; the difficulties during interactions; and student motivations. Learners have both positive and negative reflection on the study with diversity of fellow students. According to retrieved data, a diverse student body proves to be more educationally effective than a more homogeneous one. Students were quite uncomfortable with some certain difficulties, but they finally felt at ease with the diversity. Critical thinking and participation skill are improved the most while systems thinking perhaps is cultivated in long-term study. Classroom climate (contributed by teachers, school leaders, and the members of the class) is the important part to produce good learning outcomes. Integrating both Asian and Western education style in a study environment is recommended. International students, specifically in Japan, should be in a diverse class rather than in a homogeneous climate with almost all Japanese students. Not only is diversity significant to sustainability education but also pedagogy, curriculum, or teacher methodology are as important, implicating the need for further research.
書誌情報 発行日 2011-09-27
日本十進分類法
主題Scheme NDC
主題 377
学位名
学位名 修士(サステイナビリティ学)
学位
値 master
研究科・専攻
新領域創成科学研究科環境学研究系サステイナビリティ学教育プログラム
学位授与年月日
学位授与年月日 2011-09-27
学位記番号
修創域第4097号
戻る
0
views
See details
Views

Versions

Ver.1 2021-03-02 08:08:17.261218
Show All versions

Share

Mendeley Twitter Facebook Print Addthis

Cite as

エクスポート

OAI-PMH
  • OAI-PMH JPCOAR 2.0
  • OAI-PMH JPCOAR 1.0
  • OAI-PMH DublinCore
  • OAI-PMH DDI
Other Formats
  • JSON
  • BIBTEX

Confirm


Powered by WEKO3


Powered by WEKO3