@article{oai:shiga-u.repo.nii.ac.jp:00013521,
 author = {長村, 真帆 and 森, 宏一郎},
 issue = {1},
 journal = {国立大学法人滋賀大学研究推進機構環境総合研究センター研究年報},
 month = {Aug},
 note = {Departmental Bulletin Paper, The purposes of this paper are: to measure educational effects of a case method for teaching city sustainability based on questionnaire surveys that were conducted before and after the educational workshop at Ogaki Kita Senior High School in 2016, 2017 and 2018 respectively; to discuss methods and contents of sustainability education; and to propose some suggestions for their improvement. Students were required to depict causal diagrams, carry out analyses on the diagrams and make a decision on the choice of future scenarios from the viewpoint of the protagonist in a case story. Conducting comparative analyses between exante and ex-post questionnaire surveys, we found some important negative educational effects. The negative educational effects were observed with 5% statistical significance. More students denied the following correct statements after the workshop: 1） We cannot ignore the total impact of world cities on the global environment; 2） City sustainability does not mean that a target individual city sustains itself, but that it needs to make contributions to humankind’s sustainability on Earth; and 3） We have to accept the diversity of cities as long as they contribute to humankind’s sustainability. In addition, correlations among the three negative understandings grew higher after the workshop, although the values were not high. These three points might interact with one another partly through the workshop. Considering the results, we need to improve the contents of the teaching case., 国立大学法人滋賀大学研究推進機構環境総合研究センター研究年報, 第16巻第1号, pp. 23-34},
 pages = {23--34},
 title = {都市サステイナビリティのケースメソッド教育の効果：大垣北高校における高校生の3 年分の意識変化},
 volume = {16},
 year = {2019}
}