20 Consideration of Communication Methods with the Next …
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previous such efforts was also positively evaluated. Other universities used a method
of combining their concept of sustainability with a tour of an actual sustainable house.
In summary, the following issues were considered. (1) Realization of sustainable
living requires approaches from both educational and social awareness perspectives.
(2) People delivering a visiting lecture must understand its strong influence on children. (3) A future challenge is to demonstrate the educational effects for participating
university students.
Finally, we would like to express our gratitude to the elementary schoolteachers,
children, and university students who cooperated in carrying out our visiting lecture.
References
Abe M et al (2016) Making educational applications and developing classes in elementary school:
a theme of “application for collaborative learning.” Comput Educ 41:46–51
Akiyama T et al (2003) Communication and discussion between educational field, industrial world,
and society on architectural education. AIJ J Technol Des 18:413–416
Fujikawa D et al (2014) Making of application teaching materials in teacher training undergraduate
class-up to making of prototype in hackathon-, research on school education connected with
society (2), Chiba university graduate school of humanities and social sciences research project
reports no. 277
Hikiji R (2009) Investigation on supporting handicraft education in an isolated island through
delivery lectures. J of JSEE 57:1_93-1_98
Inaba T et al (2006) From when do primary school students like science. Proc Annu Meet Phys
Educ Soc Annu Conf Phys Educ Conf 23:54–57
Kasai T, Araki F (2016) Implementation and evaluation of an environmental education program
based on life cycle thinking at an elementary school: a follow-up study of middle school students’
critical thinking ability and career decision skills. J Life Cycle Assess, Japan 12:273–284
Makino Y, Komatsu H (2014) Programs and textbooks of built environment education for children
provided by the architectural organizations in the U.S.—contents and method of activities, and
roles of the organization. AIJ J Technol Des 20:807–812
Navarro I et al (2014) Experiences and methodology in a multidisciplinary energy and architecture
competition: solar decathlon Europe 2012. Energy Buildings 83:3–9
Taguchi J (2012) Building ‘town environmental literacy’ on architecture education for children:
a case study on ITO architecture school. Summaries of technical papers of annual meeting. pp
17–18
Tanaka H (2010) Housing education of senior high school through picture books. AIJ J Technol
Des 36:749–754
Tanaka I et al (2011) Development of built environment learning program for suginami eco-school.
AIJ J Technol Des 17:755–758
Toda T et al (2012) A study on the environmental education at forest by students majoring in
architecture. AIJ J Environ Eng 77:819–827
325
previous such efforts was also positively evaluated. Other universities used a method
of combining their concept of sustainability with a tour of an actual sustainable house.
In summary, the following issues were considered. (1) Realization of sustainable
living requires approaches from both educational and social awareness perspectives.
(2) People delivering a visiting lecture must understand its strong influence on children. (3) A future challenge is to demonstrate the educational effects for participating
university students.
Finally, we would like to express our gratitude to the elementary schoolteachers,
children, and university students who cooperated in carrying out our visiting lecture.
References
Abe M et al (2016) Making educational applications and developing classes in elementary school:
a theme of “application for collaborative learning.” Comput Educ 41:46–51
Akiyama T et al (2003) Communication and discussion between educational field, industrial world,
and society on architectural education. AIJ J Technol Des 18:413–416
Fujikawa D et al (2014) Making of application teaching materials in teacher training undergraduate
class-up to making of prototype in hackathon-, research on school education connected with
society (2), Chiba university graduate school of humanities and social sciences research project
reports no. 277
Hikiji R (2009) Investigation on supporting handicraft education in an isolated island through
delivery lectures. J of JSEE 57:1_93-1_98
Inaba T et al (2006) From when do primary school students like science. Proc Annu Meet Phys
Educ Soc Annu Conf Phys Educ Conf 23:54–57
Kasai T, Araki F (2016) Implementation and evaluation of an environmental education program
based on life cycle thinking at an elementary school: a follow-up study of middle school students’
critical thinking ability and career decision skills. J Life Cycle Assess, Japan 12:273–284
Makino Y, Komatsu H (2014) Programs and textbooks of built environment education for children
provided by the architectural organizations in the U.S.—contents and method of activities, and
roles of the organization. AIJ J Technol Des 20:807–812
Navarro I et al (2014) Experiences and methodology in a multidisciplinary energy and architecture
competition: solar decathlon Europe 2012. Energy Buildings 83:3–9
Taguchi J (2012) Building ‘town environmental literacy’ on architecture education for children:
a case study on ITO architecture school. Summaries of technical papers of annual meeting. pp
17–18
Tanaka H (2010) Housing education of senior high school through picture books. AIJ J Technol
Des 36:749–754
Tanaka I et al (2011) Development of built environment learning program for suginami eco-school.
AIJ J Technol Des 17:755–758
Toda T et al (2012) A study on the environmental education at forest by students majoring in
architecture. AIJ J Environ Eng 77:819–827