キャンプ実習に関する意識調査 : 教員養成大学カリキュラムにおける授業実践を通して

鎌倉女子大学児童学部教育学科授業科目『キャンプ実習』に参加した2007年度1年生26名と2008年度1年生56名の計82名を対象にして、キャンプ前後の意識調査を事前・事後アンケートによって行った。その結果、キャンプ体験後の気持ちの変化には「友達との仲間意識が強くなった」、「自然のすばらしさに気づいた」、「自分自身の内面に対する気づきがあった」、「先生や指導者を目指す気持ちが高まった」などの回答が見られた。また、キャンプに対するイメージにもキャンプ前とキャンプ後で違いが見られた。今後この調査結果をもとに対象者の意識変化を分析・検討していきたい。This paper examines the impact of the organized practice training camp experiences for the University students in their teacher training programs. An analysis of questionnaires submitted by participants before and after the camps indicates that there is potential for the development of their understanding of the value of an outdoor program. Furthermore, the paper reports that the educational camps in the teacher trainings have an impact on the improvement by the participants in their imagines of the camp

Enlarged housing space and increased spatial complexity enhance hippocampal neurogenesis but do not increase physical activity in mice

IntroductionEnvironmental enrichment (EE) improves various health outcomes, such as hippocampal neurogenesis, in rodents, which is thought to be caused, in part, by increased physical activity. However, the specific effect of each enrichment component, such as enlarged housing spaces and increased spatial complexity with a variety of objects, on physical activity remains unclear because of methodological limitations in measuring physical activity. We aimed to examine whether enlarged housing spaces and increased spatial complexity increase physical activity in mice using a body-implantable actimeter.MethodsAdult male C57BL/6J mice were assigned to either standard housing or EE groups. The housing environment in the EE mice was gradually enriched by enlarging the housing space and the placement of a variety of objects. Physical activity was measured using a body-implanted actimeter. Hippocampal neurogenesis was immunohistochemically examined.ResultsEnlarged housing spaces and the placement of a variety of objects did not increase physical activity in mice. In contrast, hippocampal neurogenesis was enhanced in the EE mice, suggesting that environmental interventions successfully provided enriched housing conditions for these mice.ConclusionsThese results indicate that enlarged housing spaces and increased spatial complexity do not increase physical activity in mice. Furthermore, we found that EE enhanced hippocampal neurogenesis without increasing activity volume. Besides the current understanding that increasing the amount of physical activity is key to improving hippocampal function, our result suggests that the environment in which physical activity takes place is also a crucial contextual factor in determining the impact of physical activity on hippocampal function

Data on erosion and hydrogen fuel retention in Beryllium plasma-facing materials

ITER will use beryllium as a plasma-facing material in the main chamber, covering a total surface area of about 620 m(2). Given the importance of beryllium erosion and co-deposition for tritium retention in ITER, significant efforts have been made to understand the behaviour of beryllium under fusion-relevant conditions with high particle and heat loads. This paper provides a comprehensive report on the state of knowledge of beryllium behaviour under fusion-relevant conditions: the erosion mechanisms and their consequences, beryllium migration in JET, fuel retention and dust generation. The paper reviews basic laboratory studies, advanced computer simulations and experience from laboratory plasma experiments in linear simulators of plasma-wall interactions and in controlled fusion devices using beryllium plasma-facing components. A critical assessment of analytical methods and simulation codes used in beryllium studies is given. The overall objective is to review the existing set of data with a broad literature survey and to identify gaps and research needs to broaden the database for ITER.Peer reviewe

幼少連携のカリキュラムについての一考察(その2) : 小学1年生の「朝の会」「体育」「音楽」の授業観察を通して

本研究では、入学まもない小学1年生の「朝の会」「体育」「音楽」の授業観察を通して、子どもたちの「とまどい」や「つまずき」に対して、教師がどのような対応をしているのかについて検討するものである。授業観察の結果、子どもの「とまどい」や「つまずき」があることが明らかになったが、教師は「児童一人ひとりの自覚を育み、場に応じた行動や態度や型」を身につけるように促す指導が随所に見られた。この「参加の型」についての指導は、本研究の「朝の会」「体育」「音楽」の授業観察場面の全てにおいて観察されたが、子どもにとっては、この「参加の型」の習得が大きな「段差」になっている場合もあるのではないだろうかと考えられる。今後の課題としては、幼稚園の年長クラスの保育観察を通して、接続期である幼稚園年長児から小学校 1 年生にかけての「段差」や「カリキュラムの一貫性」について検討していきたい。The purpose of this study is to investigate what "puzzlement" or "stumbling" the 1st graders of elementary school would feel. From the results of class observations on their 1st graders\u27 behaviors, it was revealed that that the children felt various "puzzlement" or "stumbling", although the teachers had already taken proper actions for it. However, since some of the children\u27s problems(or "barriers")continue after the 1st term, it remained uncertain whether the problems were too hard for the children to overcome or solvable with the passage of time. In the future, we will continue to explore the consistent curriculum focusing on the encouragement of children\u27s learning by observing 5-years-old children\u27s behavior in the preschool

幼小連携のカリキュラムについての一考察 : 小学1年生の「体育」「音楽」の授業観察を通して

本研究では、入学まもない小学1年生の「体育」「音楽」の授業観察や担任による子どもの行動への気づきを通して、子どもたちの「とまどい」や「つまずき」はどのようなものがあるのかを明らかにし、学びの芽生えの軸における一貫したカリキュラムについて検討するものである。 授業観察の結果や、担任による子どもの行動への気づきから、様々な子どもの「とまどい」や「つまずき」があることが明らかになったが、教師はすでに適切な取り組みをしていた。しかしながら、それらの子どもたちの「つまずき」は 1学期が終わっても、そのまま継続しているものもあるため、子どもにとって高すぎる「段差」であるのか、それとも、時間が経てば乗り越えられるのかどうかは明らかではない。 今後も授業観察を通して、子どもたちがその「段差」を乗り越えていけるのかどうか、さらには、幼児期の体育・音楽などの楽しい遊びが小学校の教科における知的好奇心として学習に組み替えられるにはどのような課題があるのかについて検討していきたいと考えている。The purpose of this study is to investigate what puzzlement or stumbling the 1st graders of elementary school would feel. Then, we will discuss the consistent curriculum focusing on the encouragement of children\u27s learning. From the results of class observations and the class teachers\u27 notice on their 1st graders\u27 behaviors, it was revealed that the children felt various puzzlement or stumbling, although the teachers had already taken proper actions for it. However, since some of the children\u27s problems (or "barriers") continue after the 1st term, it remained uncertain whether the problems were too hard for the children to overcome or solvable with the passage of time. In the future, we will continue to explore if the children will be able to overcome the problems by observing their classes in the next term

How much can increase in expected product lifetime contribute to extending actual product use duration? A case study of refrigerators

The expected lifetime of a product is a consumer-oriented factor that needs to be considered when assessing product lifetime extension. While numerous studies have analysed the expected lifetime of appliances, only a study for air conditioners has assessed the effect of changes in the expected product lifetime on the actual product use duration. Consequently, the impact for another product needs to be examined in order to develop appropriate product lifetime extension policies. This study estimated the impact of the expected product lifetime on the actual product use duration of refrigerators. We employed a dynamic discrete choice model (DDCM) to examine consumers’ product replacement decisions as they are related to refrigerators. Also, we quantitatively analyzed the impact of the expected product lifetime on product use by using the parameters of the DDCM. The results showed that an increase in the expected product lifetime of refrigerators can contribute to prolonging actual product use for refrigerators. If the expected product lifetime is extended by 1, 2, and 3 years, the actual product use duration can be extended by 0.52, 1.05, and 1.59 years, respectively, which are shorter than the estimates obtained for air conditioners in a previous study. The results imply that the degree of product lifetime extension differs between products. Therefore, clarifying factors which causes the difference in the product lifetime extension effects is important to achieve product lifetime extension effectively

幼児教育者養成プログラムとしての組織キャンプの可能性

子どもたちは組織キャンプによって自然体験やチャレンジ体験などのさまざまな体験活動を行うことができる。本研究では短期大学部専攻科の授業で組織キャンプを体験した学生を対象にして、野外教育の経験が幼児教育の現場で働くことを目指す学生の心にどのような影響を与えるのかを検討した。実施後の振り返りシートをもとに調査・分析を行った結果、組織キャンプにおける様々な自然体験は、自他との関係及び自然・生活環境などに対して変容を導く可能性のあることがわかった。また、学生が自然体験への理解を深めることによって、幼児教育に対する理解を深められると考えられた。The organized camp provides children with various activities to meet nature and to experience challenges. This paper reports the educational effects of an organized camp experience on junior college postgraduates pursuing careers in early childhood education. Analysis of students\u27 reports on their camping showed that nature experience has the potential to reconsider self-concepts and relationships with others as well as natural and living environments. Furthermore, it is possible that the students became deeply aware of the necessity of nature experience in early childhood education through their own experiences

幼児教育者の養成を目的とした組織キャンプの効果に関する一考察

専攻科の授業科目『キャンプ』を受講した、幼稚園教諭もしくは保育の現場で働くことを目指す学生が、教育的組織キャンプに参加することによってどのような気づきや変化があるかを調査・分析した。その結果、教育的な目的を持った野外活動プログラムがキャンプ活動を通して行われることによって、その参加者に多くの気づきや価値観の変容があることが示唆された。またその活動プログラムや活動過程によって、参加者の学習内容に大きな違いがあると考えられた。また、幼稚園教諭や保育の現場で働くことを目指す学生にとって教育的組織キャンプ活動は、子どもの自然体験を理解し支援する上で、非常に重要な経験であることが考えられた。This paper examines the impact of an organized camp experience on junior college postgraduates pursuing careers in early childhood education. An analysis of questionnaires and reports submitted by participants indicates there is potential for the development of their understanding of the value of an outdoor program. Furthermore, the paper reports that an educational camp has a deep impact on both the participants\u27 awareness and understanding of the importance of instilling an appreciation of nature in young children through experience