An Interdisciplinary Approach for ESD-oriented Understanding of Natural Environmental Systems through Collaboration between Meteorology and Botany: Practical Trials in University Classes
理科の学問分野である気象学と植物学との連携により，持続可能な開発のための教育（ESD）を志向した自然環境系の理解を目指し，大学の教科・分野横断的な科目における授業実践を行った。最初の試みとして，気象・季節・気候および植物との関連が重要となる理科の教科内容をベースに，学際的な側面を持ついくつかのテーマが見出された。とりわけ，生物季節（フェノロジー）は，ESD に関連した気象・気候の季節サイクルと植物の成長および環境応答との関わりに関する学生の理解を促進するうえで有用であることが，授業分析から示唆された。これらの授業実践から，気象学と植物学との連携が，自然環境系の ESD 的理解の促進のみならず，教科内容構成の分野横断的な検討にも役立ち，教師教育のためのアプローチとして有望である可能性が示された。Practical lessons for liberal arts in university aimed at education for sustainable development (ESD)-oriented understanding of the natural environmental systems were conducted through collaboration between meteorological and botanical scientific studies. As the first trial, some interdisciplinary themes were identified, based on subject contents in science education in which the relationship between weather/seasons/climate and plants is important. In particular, an analysis of the lesson, “Seasons and plants”, revealed that phenology was helpful in enhancing students’ understanding of the relationship between the seasonal cycle of weather/climate and plant growth and responses to the environment associated with ESD. These practical lessons proved that collaboration between meteorology and botany is valuable for both the promotion of ESD-oriented understanding of the natural environmental systems and cross-cutting consideration of the subject content in science education, providing a promising approach for teacher education
