20 Consideration of Communication Methods with the Next …
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school home economics (Tanaka 2010). In a practical example outside the setting of
classroom education, Taguchi reported on the improvement of “town environment
literacy” in a children’s building group (Taguchi 2012). In the practice of forest environmental education for university architecture students, Toda et al. investigated the
effect on students and clarified not only the recognition of the value to nature but also
the effect of communication between participants (Toda 2012). At an Architectural
Institute of Japan symposium, Akiyama et al. gave a presentation on interactions
of the educational field, industrial world, and society on architectural education
(Akiyama 2003). Hikiji used a homemade robot during a visit to a junior high school
on a remote island. The students and their teacher worked together to build the robot,
demonstrating its usefulness in fostering imagination (Hikiji 2009). More conceptually, a follow-up survey was conducted with junior high school students to examine
the effects of environmental education incorporating Life Cycle Thinking in elementary schools (Kasai and Araki 2016). In an overseas case study, Makino and Komatsu
researched the programs and teaching materials of a group that provides architectural education to children in the United States. It was revealed that professional
organizations related to architecture worked to raise children’s interest in and understanding of architecture through education (Makino and Komatsu 2014). Also, class
visitations in the United States have been found to help children who are not good
at science to develop an interest in and motivation to study science (Inaba 2006).
These studies demonstrate a multi-sector approach in visiting lectures for both
environmental education in architecture toward the realization of a sustainable
society. In the United States, organizations such as the American Institute of Architects are actively involved in providing this type of education, which sometimes
even includes debates. Because the content that is delivered is different from what
the school usually provides, there may be certain on-site requirements. It is also
important that the children respond positively to the lecture. However, the approach
remains under development. Confirming the validity of the approach will be required
before it can be widely adopted.
20.2 Method
20.2.1 Solar Decathlon
This research examines communication regarding sustainable living with the next
generation of society, using an example from the Solar Decathlon. The Solar
Decathlon was launched by the United States Department of Energy in 2002. It
has been held in various parts of the world such as the United States, Spain, France,
China, and the United Arab Emirates. At the tournament, 20 university teams from
around the world compete to design and build net-zero-energy housing, assembling
their creations at the competition venue. After completion, they measure the energy
saving performance of their building for 2 weeks. In addition, the participating teams
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school home economics (Tanaka 2010). In a practical example outside the setting of
classroom education, Taguchi reported on the improvement of “town environment
literacy” in a children’s building group (Taguchi 2012). In the practice of forest environmental education for university architecture students, Toda et al. investigated the
effect on students and clarified not only the recognition of the value to nature but also
the effect of communication between participants (Toda 2012). At an Architectural
Institute of Japan symposium, Akiyama et al. gave a presentation on interactions
of the educational field, industrial world, and society on architectural education
(Akiyama 2003). Hikiji used a homemade robot during a visit to a junior high school
on a remote island. The students and their teacher worked together to build the robot,
demonstrating its usefulness in fostering imagination (Hikiji 2009). More conceptually, a follow-up survey was conducted with junior high school students to examine
the effects of environmental education incorporating Life Cycle Thinking in elementary schools (Kasai and Araki 2016). In an overseas case study, Makino and Komatsu
researched the programs and teaching materials of a group that provides architectural education to children in the United States. It was revealed that professional
organizations related to architecture worked to raise children’s interest in and understanding of architecture through education (Makino and Komatsu 2014). Also, class
visitations in the United States have been found to help children who are not good
at science to develop an interest in and motivation to study science (Inaba 2006).
These studies demonstrate a multi-sector approach in visiting lectures for both
environmental education in architecture toward the realization of a sustainable
society. In the United States, organizations such as the American Institute of Architects are actively involved in providing this type of education, which sometimes
even includes debates. Because the content that is delivered is different from what
the school usually provides, there may be certain on-site requirements. It is also
important that the children respond positively to the lecture. However, the approach
remains under development. Confirming the validity of the approach will be required
before it can be widely adopted.
20.2 Method
20.2.1 Solar Decathlon
This research examines communication regarding sustainable living with the next
generation of society, using an example from the Solar Decathlon. The Solar
Decathlon was launched by the United States Department of Energy in 2002. It
has been held in various parts of the world such as the United States, Spain, France,
China, and the United Arab Emirates. At the tournament, 20 university teams from
around the world compete to design and build net-zero-energy housing, assembling
their creations at the competition venue. After completion, they measure the energy
saving performance of their building for 2 weeks. In addition, the participating teams