20 Consideration of Communication Methods with the Next …
319
Table 20.2 Correlation coefficients between each question’s evaluation average and the first
question’s (Q1) evaluation average
Questions
Evaluation average
Correlation with Q1
Q1
How much did you enjoy the lecture?
1.26
1.00
Q2
How well did you understand the
proposed house?
1.71
0.34
Q3
How interested are you in renewable
energy now?
1.81
0.51
Q4
How much do you want to think about
sustainable housing?
1.31
0.52
Q5
How much do you want a career in
sustainable housing?
1.98
0.43
Average
1.70
0.45
20.3.3 Comparison with Other Countries
Finally, we compared our methods of environmental education for elementary school
students with those of other teams participating in the Solar Decathlon Europe 2012
(SDE 2012), sponsored by the Spanish Ministry of Housing. Considering contest item
“Communication”, SDE 2012 aimed to promote social awareness of the policy that
energy efficiency and renewable energy use in buildings are essential for combating
climate change. About 5,000 children attended SDE 2012 and learned about sustainability (Navarro 2014). The SDE 2012
s 10ACTION project received the Communication Award for Sustainable Energy Europe from the European Commission, who
praised it for inspiring children to pursue careers related to sustainability.
The communication strategy contents of participating teams are described in the
form of a project manual. Table 20.3 summarizes the communication methods and
strategies used by the 12 teams that participated in SDE 2012.
Five out of 12 teams set a target group. Most teams focused their efforts on
children. Many teams conducted visiting lectures, but no details were provided.
As a whole, various methods besides technology and conceptualizing energysaving housing enabled children to think about the environment, renewable energy,
and sustainability. One university that built an actual prototype invited the public to
tour the building.
20.4 Discussion
This case study revealed the following considerations.
First, to enable the realization of a sustainable society, an approach incorporating
perspectives from both education and social awareness is required (Fig. 20.11). In
Japan, as Makino and Komatsu point out, university laboratories and architecture
319
Table 20.2 Correlation coefficients between each question’s evaluation average and the first
question’s (Q1) evaluation average
Questions
Evaluation average
Correlation with Q1
Q1
How much did you enjoy the lecture?
1.26
1.00
Q2
How well did you understand the
proposed house?
1.71
0.34
Q3
How interested are you in renewable
energy now?
1.81
0.51
Q4
How much do you want to think about
sustainable housing?
1.31
0.52
Q5
How much do you want a career in
sustainable housing?
1.98
0.43
Average
1.70
0.45
20.3.3 Comparison with Other Countries
Finally, we compared our methods of environmental education for elementary school
students with those of other teams participating in the Solar Decathlon Europe 2012
(SDE 2012), sponsored by the Spanish Ministry of Housing. Considering contest item
“Communication”, SDE 2012 aimed to promote social awareness of the policy that
energy efficiency and renewable energy use in buildings are essential for combating
climate change. About 5,000 children attended SDE 2012 and learned about sustainability (Navarro 2014). The SDE 2012
s 10ACTION project received the Communication Award for Sustainable Energy Europe from the European Commission, who
praised it for inspiring children to pursue careers related to sustainability.
The communication strategy contents of participating teams are described in the
form of a project manual. Table 20.3 summarizes the communication methods and
strategies used by the 12 teams that participated in SDE 2012.
Five out of 12 teams set a target group. Most teams focused their efforts on
children. Many teams conducted visiting lectures, but no details were provided.
As a whole, various methods besides technology and conceptualizing energysaving housing enabled children to think about the environment, renewable energy,
and sustainability. One university that built an actual prototype invited the public to
tour the building.
20.4 Discussion
This case study revealed the following considerations.
First, to enable the realization of a sustainable society, an approach incorporating
perspectives from both education and social awareness is required (Fig. 20.11). In
Japan, as Makino and Komatsu point out, university laboratories and architecture