20 Consideration of Communication Methods with the Next …
317
Fig. 20.7 Responses to
question 4
72%
24%
4% 0%
0%
Q4 How much do you want to think about
sustainable housing?
1 A lot
2 A liƩle
3 No opinion
4 Not much
5 Not at all
Fig. 20.8 Responses to
question 5
29%
53%
13%
2% 3%
Q5 How much do you want a career in
sustainable housing?
1 Very
2 Somewhat
3 No opinion
4 Not much
5 Not at all
In response to Question 1, 98% of children answered that the visiting lecture was
very or somewhat enjoyable, thus confirming that the visiting lecture was fun for
this group. Regarding understanding of the proposed housing in Question 2, 88%
responded that they understood very well or somewhat. This indicates that the idea
of the proposed housing was generally transmitted. Question 3 addressed interest
in renewable energy, for which 36% responded that they were very interested and
50% somewhat interested. Thus, interest in renewable energy as a whole tended to
be high. For Question 4, 96% of responses to how much children want to think about
sustainable housing were a lot or a little. Lastly, Question 5 asked if children would
like to pursue a career related to sustainability, with 82% of the children expressing
such an interest.
Question 6 was a free response and was assessed by a word cloud that included
nouns and verbs. The children provided active answers such as “think,” “do,” and
“understand” (Fig. 20.9). We also designed a co-occurrence network diagram from
Question 1, which showed that the work of “making,” “drawing,” and “thinking”
about sustainable housing is the reason why the children enjoyed the visiting lecture
(Fig. 20.10).
Table 20.2 shows the correlation coefficients between each question’s evaluation average and the first question’s evaluation average. The correlation coefficient
between questions 1 and 3 or 4 was relatively high but that between questions 1 and
2 or 5 was relatively low.
From the results, we understand that the task of drawing and thinking by oneself
using the article as a basis, as well as learning about sustainable housing was
connected to the understanding and enjoyment of the visiting lecture.
317
Fig. 20.7 Responses to
question 4
72%
24%
4% 0%
0%
Q4 How much do you want to think about
sustainable housing?
1 A lot
2 A liƩle
3 No opinion
4 Not much
5 Not at all
Fig. 20.8 Responses to
question 5
29%
53%
13%
2% 3%
Q5 How much do you want a career in
sustainable housing?
1 Very
2 Somewhat
3 No opinion
4 Not much
5 Not at all
In response to Question 1, 98% of children answered that the visiting lecture was
very or somewhat enjoyable, thus confirming that the visiting lecture was fun for
this group. Regarding understanding of the proposed housing in Question 2, 88%
responded that they understood very well or somewhat. This indicates that the idea
of the proposed housing was generally transmitted. Question 3 addressed interest
in renewable energy, for which 36% responded that they were very interested and
50% somewhat interested. Thus, interest in renewable energy as a whole tended to
be high. For Question 4, 96% of responses to how much children want to think about
sustainable housing were a lot or a little. Lastly, Question 5 asked if children would
like to pursue a career related to sustainability, with 82% of the children expressing
such an interest.
Question 6 was a free response and was assessed by a word cloud that included
nouns and verbs. The children provided active answers such as “think,” “do,” and
“understand” (Fig. 20.9). We also designed a co-occurrence network diagram from
Question 1, which showed that the work of “making,” “drawing,” and “thinking”
about sustainable housing is the reason why the children enjoyed the visiting lecture
(Fig. 20.10).
Table 20.2 shows the correlation coefficients between each question’s evaluation average and the first question’s evaluation average. The correlation coefficient
between questions 1 and 3 or 4 was relatively high but that between questions 1 and
2 or 5 was relatively low.
From the results, we understand that the task of drawing and thinking by oneself
using the article as a basis, as well as learning about sustainable housing was
connected to the understanding and enjoyment of the visiting lecture.