@article{education20221058,
author={{MATSUMOTO, Kyoko and TAKENO, Kimihito and KISHIOKA, Tomoya and URATA, Makoto and MATSUBARA, Michio and KATO, Takahiro and SUZUKI, Nobuo and HAYAKAWA, Kazuichi},
title={Educational Effects and Changes in ChildrenĄ¯s Appreciation of Nature through Community-based Education: A Case Study of <i>Satoumi</i><i> </i>Learning in Japan},
journal={American Journal of Educational Research},
volume={10},
number={5},
pages={323--331},
year={2022},
url={http://pubs.sciepub.com/education/10/5/8},
issn={2327-6150},
abstract={This study investigates the educational effects and changes in childrenĄ¯s appreciation of nature through community-based education, namely, <i>satoumi </i>learning in elementary and junior high schools in the Noto Peninsula, Japan. This study considers ocean education as a community-based education that uses natural resources and compares changes in childrenĄ¯s appreciation of nature before and after receiving ocean education as an educational effect. A structured questionnaire was administered to every elementary school (grades 4-6) and junior high school student (years 1 and 2) in Noto town in 2016 and 2017 (n = 420). The survey was distributed to the same students through the Noto Town Board of Education in 2016 and 2017. Using paired and unpaired t-tests, we found a significant educational effect on studentsĄ¯ relationships with the community, particularly for students in the first year of ocean education. The educational effect in the second year was comparatively lower, though the studentsĄ¯ appreciation of nature significantly increased in the second year. In particular, the studentsĄ¯ relationship with the ocean and settlement intention decreased in the higher grades of elementary and junior high school. However, the findings suggest that continuing ocean education can not only enhance studentsĄ¯ relationships with the community but also foster their appreciation of nature. Regarding gender differences, girls had a lower frequency of visiting the ocean after one year of <i>satoumi</i> learning, though overall, they tended to hold positive attitudes toward local nature. In addition, the student responses to many questionnaire items differed significantly according to whether the school was located in an inland or coastal area. Finally, after the second year, the benefits of ocean education were limited. Therefore, it is recommended to develop more effective learning programs for higher grades and inland schools.},
doi={10.12691/education-10-5-8}
publisher={Science and Education Publishing}
}