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地理教育における環境認識と環境教育 : 地理学的方法との関係から
https://doi.org/10.20843/00000058
https://doi.org/10.20843/000000587a7d9bd8-0b1d-49e5-93b5-d12d91d78529
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00004010992.pdf (1.3 MB)
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| Item type | [ELS]紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2017-09-04 | |||||
| タイトル | ||||||
| タイトル | 地理教育における環境認識と環境教育 : 地理学的方法との関係から | |||||
| タイトル | ||||||
| タイトル | Environmental Cognition in Geography Education and Environmental Education : from a viewpoint of Geographical Approach | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | geographical environment | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | environmental cognition theory of environment | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | global environmental issue | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | development and pullution | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.20843/00000058 | |||||
| ID登録タイプ | JaLC | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10480238 | |||||
| ページ属性 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | P | |||||
| 著者 |
篠原, 昭雄
× 篠原, 昭雄× Shinohara, Akio |
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| 著者所属(日) | ||||||
| 値 | つくば国際大学産業情報学科 | |||||
| 抄録(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | As environmental problem has become a serious issue on a community scale as well as global scale, there has been the strong demand for environmental education in society. Generally speaking, environmental education has two objectives; (1) to acquire an awareness of nature in general and environmental issues and deepen an understanding of the relationship between human beings and environment. (2) to develop the social action skills necessary for becoming effective partipants in keeping the health of the environment and creating the possible environmental development. "Environment" is likewise a fundamental concept to geography education whose major objective is to study humane phenomena within the same context. Though geography education is considered to have a leading role, it has not accepted enough credit yet. Why is that? This paper is aimed at not only clarifying the reasons but also presenting how geography education should deal with environmental cognition especially with reference to the methodological framework of geography. In the pursuing process of changing images of geographical cognition of environment within the historical and social context, possible and preferred environmental cognition is first discussed. Next with the comparison of environmental cognition in geography education with that in environmental education, the above-mentioned reasons are clarified from the viewpoints of two major geographical methods: systematic approach as well as regional approach. As the results of research, it becomes clear that enhancing learners" awareness of environmental conditions is a big factor leading to the development of an informed understanding of environment and the sympathetic and active awareness of environment. Finally as for the future orientation about the viewpoints or methods in geography education, four points are stressed; (1) to clalify the important impact of human awareness or activity in geographical phenomena. (2) to consider the environmental conditions of nature. (3) think of not only nature and its disaster but development and its environmental destruction (pollution). (4) to know the importance of involvement consciousness (cognition) of learners together with scientific cognition. | |||||
| 書誌情報 |
研究紀要 en : Bulletin of Tsukuba International University 巻 4, p. 1-15, 発行日 1998-03-25 |
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| 表示順 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 5 | |||||
| アクセション番号 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | KJ00004010992 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 13412135 | |||||
