宮城教育大学 環境教育研究紀要

第 17 巻 (2015)

Environmental Science Practice at Miyagy University of Education
Lázaro M. ECHENIQUE-DÍAZ* and Chiemi SAITO*
Abstract: A field-based practice of Environmental Science was conducted at Miyagi Universityof Education, in which students used the Scientific method to answer questions related to theenvironment. Students assessed various environmental variables such as temperature, noise, forest
structure, and the environmental impact of dumping sites. These variables were assessed within
the university campus and at Aoba no Mori, a protected forest patch that surrounds the university.
By projecting experiences in the field to a global scenario students were able to have a better
understanding of current environmental problems such as the biodiversity crisis, global warming, andcontamination of the environment.
Keywords: Environmental Science, temperature, biodiversity, ecosystem quality, noise, andenvironmental impact

1. Introduction

In this paper, we explain an experience in this regard,

Environmental Science is a multidisciplinary academic

hoping that it will encourage other teachers to get out offield focused on the relationship between humans andthe classroom and teach students in a more effective way

the environment (Pfafflin and Ziegler, 2006). For manyby practicing Environmental Science as scientists do.

practical reasons, its inclusion in the school curriculum
is important to help students understand their role in the

2. Methods

human-environment interaction, and foster the formation

In a school semester of 15 classes, all of which wereof environmentally educated citizens (Orr, 2004; Golub,

concentrated at the end in a 4 days, intensive course,

2006; Jacobson et al., 2007). During the past few decades,

students received a 90 minutes (1 class) introduction

many schools worldwide have incorporated this field

during which they learned the importance and basics

of enquiry into their curriculum, and full universityof the scientific method and Environmental science.

departments has been created for it. However, there

The course exercise was divided in 5 different activities

are many resources from which it is possible to learn(4 of which are explained in this paper). These

about Environmental Science without actually practicing

activities started with the elaboration of a question init, as there are lots of information about the field in the

an environmental topic. The students were requested

internet.

to start with one or various hypotheses that could
potentially be answers to these questions, and continued

Classroom-based teaching, although important to help

with their field work, out of the classroom, where they

student assimilate facts and figures, may not be as

took relevant data to answer these questions. Thiseffective as experimental and field-based teaching whereapproach resemble the process of ecological inquiry,

students apply learnt knowledge to answer scientificwhich involves the following steps: (1) the generationquestions about the environment (Jacobson et al., 2007).

of questions through observation and exploration,* Environmental Education Center, Miyagi University of Education（宮城教育大学附属環境教育実践研究センター）－ 45 －

Environmental Science Practice at Miyagy University of Education

SendaiJapan

Aoba no Mori

MUE
Highest air temperature (36oC)
Natural area with high noise level
Forest plot in MUE and Aoba no Mori
Dumping site
Figure 1: Map of sites where students did their experiments in Miyagi University of Education (MUE), and Aoba no Mori,methodology
used
here
has been nearly
are explained
paper).
These
activities
Sendai
City, Japan.in
Forthissimplicity,
only sitesthat students
found relevant
to answer theirquestions
are shown.

started with the elaboration of a question in anenvironmental topic. The students were requested(2) the development of ideas about the answers toto start with one or various hypotheses that could
those questions, (3) the evaluation of competing
potentially be answers to these questions, andpossibleanswersobservation
continued
withthroughtheir systematicfield work,out of andtheexperiments,(4)
thedrawingofaninferenceabout
theclassroom, where they took relevant data tonatural(Ricklefsand Miller,answerworldthesequestions.
This2000).
approach resemble
theprocessofecologicalinquiry,whichvariations
involves
Many of the methods to gather data were
the byfollowing
steps:(1)explanations
the generation
madethe students
based onmade by theof
questionsthroughand but
exploration,teacher.
Somemethods observation
might not be exact,
still they(2)
thedevelopment
of
ideas
about
the
answerstoare a good approximation to what environmental scientist
those questions, (3) the evaluation of competing
do. As a consequence, quoting authors on the kind of
possible answers through systematic observation
methodology used here has been nearly impossible.
and experiments, (4) the drawing of an inference
Therefore, emphasis is on the fact that students learn by
about the natural world (Ricklefs and Miller,
gathering and analyzing data rather than an exact method
2000).
ofManydata gathering.
of the methods to gather data werevariations made by the students based on
The topics consideredexperienceas
explanations
made by forthethisteacher.
Some were
methods
might global
not beexact,noise,but biodiversity
still they(notarediscussed
a goodfollows:
warming,
approximation
to structure,what environmental
scientist
do.
inthis paper), forestand environmental
impactAsdumpinga consequence,quoting
on groups
the kindofsites. Students
were authors
divided into
andof

impossible. Therefore, emphasis is on the fact thatstudents learn by gathering and analyzing data
members.
rather than an exact method of data gathering.

performed all activities cooperatively with their groupand put outside under the sun (NASA, non dated). The

Explanation
the activities for this experience were as
The topicsof consideredfollows: global warming, noise, biodiversity (notI. Global in
Global warming
is one of thewarming:
discussed
this paper),forest structure,andenvironmental
impactof
dumpingsites.
Students
most current environmental problems, experienced by
weregroupsand 2006).
performed
allalmostdivided
everydayinto(Pfafflin
and Ziegler,
We aimedall
cooperatively
theirtogroupatactivities
understanding
our planet'swith
capacity
absorbmembers.
heat ondaily basis, and how this is connected to the climate andExplanation of the activities

global warming. For this activity, students were asked thefollowing two questions:

I. Global warming: Global warming is
one of the most current environmental problems,
Question 1: Which one absorbs heat faster, the land or
experienced
by all almost everyday (Pfafflin andthesea? 2006). We aimed at understanding ourZiegler,planet’s capacity to absorb heat on daily basis,
Students'
the sea absorbs
and howhypothesis:
this is connected
to heatthe faster.
climate andglobal warming. For this activity, students wereasked
the following
Experiment
to answer two
this questions:question: two paper cups,
one with soil and another with water, were prepared－ 46 －

宮城教育大学 環境教育研究紀要

第 17 巻 (2015)

temperature in each of these two cups was measured
every 2 minutes for as long as 40 minutes. If theIII. Forest structure: Learning the difference between

students' hypothesis is true, the cup with water woulda pristine forest, a secondary one, and a plantation isshow a faster increase in temperature.

important to understand concepts such as ecosystem
quality and ecological services (Bond, 1998; Orr, 2004).

Question 2: Where is the air temperature higher, in

Here we aimed at assessing the structure of different

forested areas or in the cities?

forest patches of the same vegetation type, to learn about
the effect of human activities such unplanned logging andStudents hypothesis: air temperature is higher in the

deforestation, and their ecological consequences.

cities.
Question: What are the differences between forest
Experiment to answer this question: students measured

patches in terms of forest structure, in Miyagi University

the air temperature in 9 sites within the universityof Education and at Aoba no Mori?

campus and at Aoba no Mori, some of which were purely
concrete and asphalt sites, thus resembling cities, andStudents hypothesis: forest patches in Aoba no Morisome covered by trees, resembling a forest (Figure 1).

resemble the structure of an original forest, while thoseat the university campus resemble the structure of aII. Noise: Noise, defined as unwanted sound,

secondary forest.

including sound generated as a byproduct of otheractivities such as transportation and industrial

Experiment to answer this question: a 10 x 10 meters

operations, is one of our greatest problems (Pfafflin andplot was set in a forested area of the university campus

Ziegler, 2006). With this activity we aimed at teachingand one inside Aoba no Mori (Cornell University andstudents about two issues, noise awareness, and soundPenn State University, 2009). Within each plot students

contamination (Echenique-Diaz and Saito, 2013).

measured the circumference of the mast at breast height
for each tree higher than 4 meters. Students also counted

Question: Which places are the noisiest around Miyagi

the number of trees with a diameter larger than 15 cm in

University of Education?

the plot and extrapolated that number to one hectare to
get a density estimate (trees per hectare). Canopy coverStudents hypothesis: only around the entrance where

was measured with a spoon with the convex side up andmany passing cars can be heard.

two lines drawn perpendicularly. These lines in the spoon
made possible to measure the canopy at 10 different

Experiment to answer this question: Students wererandom spots within the plot. The foliage reflected inasked to perform a 1 minute sound recording and define

the spoon was counted as an approximate percentage

which sound was the loudest, an artificial sound (produced

depending on how much they filled the 4 areas defined byby human activities) or a natural sound, and define which

the lines in the spoon.

one they considered as noise. Students chose to do therecordings in two sites within the university campus,

IV. Environmental impact of dumping sites: In

the Library, supposedly a very quiet place, and near thealmost every society through human history, unwanted

entrance, close to a road. Another 3 sites were placed

materials tended to accumulate in specific points aroundwithin Aoba no Mori (Figure 2).

settlements. This is as true today as it was thousands of－ 47 －

Environmental Science Practice at Miyagy University of Education

The following criteria were used to score items in thesesites in the scale shown before:
1- Time since it was thrown: by looking at the state ofcorrosion and/or degradation, it is possible to relatively
assess how long have items in the site been abandoned interms of weeks, months or years. The longest the timesince disposal, the highest the score.
2- Pollution risk: some objects are more aggressive tothe environment than others. However, all items foreign
Figure 2: Heat absorption by soil and water.

to a particular area can be pollutants (Dresnack, 2006).
The higher the pollution risk, the higher the score. For

years ago. Without proper management, these dumping

instance, students considered paper and wood to be lesssites pose a threat to the environment (Dresnack,aggressive to the environment than plastic, glass, and2006). In this exercise we aimed at teaching students tometallic components at the site. Similarly, oil and otherevaluate the potential impact that disposed items aroundpollutants were ranked to pose the highest risk, hence

the university campus pose to the environment. Students

the highest score.

used a qualitative approach to easily assess the potential
impact of as many objects as possible in the dumping site,

3- Danger to wildlife: all wildlife was considered, frombased on their background knowledge and experience.

plans and invertebrates to more noticeable animals suchas birds, frogs and mammals. Students evaluated how the

Question: In a scale of 0 to 100, where 0 means nomaterials in the site may affect local plants and animals.

environmental impact and 100 means irreversible

The higher the risk to wildlife, the higher the score.

environmental impact, how large is the impact to theenvironment in dumping sites around the university

4- R i s k t o h u m a n h e a l t h : r i s k t o h u m a n h e a l t hcampus?

was considered from that posed locally by the site
(accumulation of pests, chemical fumes, risk of injury)

Students hypothesis: the impact to the environmentand by that posed by contaminating the water that drains

posed by dumping sites around the university is less thansuperficially and eventually gets to rivers (Salvato, 2006).

20 in a scale of 0 to 100.
5- Scale of impact: students evaluated how large wasExperiment to answer this question: students evaluatedthe dumping site and its potential damage to the

3 dumping sites within the university. One dumping site

environment. The larger the site, the larger the damage

was next to the students' club house, and therefore it

and the score.

is safe to asume that items there were disposed by thestudents themselves. The other two sites were next

6- Visual impact: the view of dumping sites can create

to university departments, and items there had beenvisually negative images about the university, affecting

disposed by the university staff.

people's emotions towards the institution. In this case,the more visually obvious sites would be ranked with－ 48 －

宮城教育大学 環境教育研究紀要

第 17 巻 (2015)

Figure 3: Plot spectrum of the sound recorded at the Library of MUE. Note the intensity of the sound of air conditioning inside
the building, a place that most people consider “quiet”. This sound was classiﬁed by the students as “noise”.

discussions and extrapolated their results to a global

higher scores in the environmental damage scale.

scenario, frequently recalling the usefulness of the7- Cost of recycling: students evaluated the potential

scientific method. All the students that participated ineconomic cost of recycling objects and other materials

this exercise (4 in total) were junior and senior college

in the dumping site. The higher the cost, the higher the

students, and although they had already passed manyscore.

science subjects, they had no knowledge of the existenceof the scientific method. Answering the questions

8- Site restoration: students evaluated the potential

they elaborated by experimenting, even though theeconomic cost of restoring the area were the dumping

methods were not strictly adequate, had helped themsite is to natural conditions. The higher the cost, theunderstand environmental science issues from a different

higher the score.

perspective. The following are the students answers totheir questions:

Scores given at criteria 1 to 8 were averaged and that
number was taken as the value of environmental impact

Global warming: contrary to the hypothesis, soilin the 100 points scale. This value, although very relative

absorbed heat faster than water. This results from theand useful only for comparison made by this method, waswater's hight heat capacity, where it needs to absorb

enough to let the students consider a variety of angles

more heat than soil to raise a degree in temperature. Asfrom which they could appreciate the magnitude ofa consequence, the cup of soil exposed to the sun's heat

impacts to the environment.

increased its temperature faster than the cup of water(Fig. 2). With this experiments students also understood

3. Results and Discussions

why in coastal areas there is a difference in temperature

Throughout these activities, students engaged in

between the land and the sea. Similarly, they understood－ 49 －

Environmental Science Practice at Miyagy University of Educationthat sea and ocean currents are the climate engine of the
Earth. Given that water in the oceans will take longer torelease the heat absorbed from the sun's radiation, they
can transfer heat from the tropics to the cold areas to thenorth and south of the planet. Global warming can disrupt
this climate engine by melting glaciers on the Earthpoles. As the ice melts quickly, millions of cubic metersof cold fresh water will enter the sea, strongly disrupting
the present movement of sea currents, hence affecting
heat transfer from the tropical regions.

Figure 4. Difference in forest structure between A, aforested part of MUE, and B, Aoba no Mori.

Students also found that the air temperature is higher

the recording made at this site, they noticed that it wasat sites with humans constructions. The central squarecontaminated with the sounds of cars from the nearbyof MUE, next to the library, showed the highest air

expressway (Fig. 1). With this exercise students learnt totemperature (Fig. 1). In other sites, air temperature wasrecognize noise as form of environmental contamination.

lower, especially in points inside Aoba no Mori. Cities
and urban areas contribute to reflect the sun's Infrared

Forest structure: students found differences in forest

radiation, resulting in an increase of the air temperature.

structure between the plots measured at MUE andIn very large cities such as Tokyo, the temperature

Aoba no Mori. All measured parameters were different.

can at times go above 40 degrees centigrade due to

The canopy cover was smaller at MUE, with 65.5 %the combined reflective effect of its building and urban

cover compared to the canopy at Aoba no Mori, with ainfrastructure.

80.7 %. The mast circumference at breast height and thedensity of trees was also different (Fig. 4.). Their results

Noise: students found two places, one within MUE

indicated that the structure of the forest plot at Aoba no

and another at Aoba no Mori, that were perceived asMori resembles more that of an original forest, with a“noisy”even though at first, they could not recognize

higher tree density. The circumference data for this plotthem as such. The Library of MUE, a place that isshowed many more trees of smaller size, indicating thatusually considered“quiet”, was considered as noisy bytree regeneration is occurring, while on the contrary

the students after they realized how the sound of air

at the plot in MUE there is almost no regeneration,

conditioning dominates the sound environment of theindicating a selective logging by the university staff.

building. We may not pay attention to this sound as we

These results served the students to understand theare used to it. However, once you become conscious ofeffect that wood extraction can bear on a forest, changing

it, and compare it to a more quiet place, its annoyanceits structure that in turns affect many of the ecologicalbecomes obvious.

functions of this ecosystem.

At Aoba no Mori, students found a site with wellEnvironmental impact of dumping sites: of the threepreserved vegetation in a small ravine. At this site theysites evaluated, students found two that pose a risk tofound species of frogs, snakes and heard the sound of

the environment over 50 % in the scale of 100 they have

many wild birds. In appearance, this was the closest to aused (Fig. 5). The site next to the student's club house

pristine forest in Aoba no Mori. However, when analyzing

showed a 57 % score of potential environmental impact,－ 50 －

宮城教育大学 環境教育研究紀要

第 17 巻 (2015)

Figure 5: Dumping sites evaluated for environmental impact. A, students' club house. B, sculptures' workshop.

meaning that although it was not an irreversible impact,

are not spotted by visitors to the workshop. Students'

it posed serious threat to the environment. Most of theevaluation of this site gave them a perspective of the role

objects there were made of wood such as tables, chairsthat members of a society play in causing environmental

and cabinets, and of metals, such as bicycles, furnituredamage, were even university professionals in anframes and lockers. A few electronic items such as TV

involuntary fashion contribute to the contamination ofsets and other appliances were also dumped in the open.

our surroundings.

Most of the garbage found at this site had been exposed
for at least several years, with some showing signs of

4. Conclussions

intense decay, probably dumped there more than 5 years

The exercises described in this paper, although notago. Evaluating this site gave the students a perspective

completely accurate in terms of methodology, representof the things they normally do around this club house andan alternative to teach student in a practical way thethe effects their behavior has on the environment.

essentials of Environmental Science by means of the
Scientific method. Students assimilated knowledge

The dumping site around the sculptures' workshop,

without having to commit to memory many of the current

created mainly by the university staff working there,

issues that affect the human-environment relationship,

showed a score of 73 %. Items found here were mainly

and reflected on the lessons learnt throughout thismetallic ones, most on a state of advance corrosion. The

experience.

scale of the dumping site was larger than that at the site
next to the students' club house, and although it did not

The scale of this study and the number of students waspose an irreversible impact to the environment, it was

not large enough to evaluate its effect. However, theobviously a serious one in terms of the scale used by the

positive actitude of the students and their enthusiasm

students (Fig. 5). This site reflects a serious problem

when carrying the field work attest to the effectivenessseen in many areas all across Japan, where peopleof using practical teaching methods. Our emphasis on

dispose things they don't need in places away from the

not giving too much information to the students, while

public eye. It is not rare then to find objects such as old

guiding them at the same time through the exercises

refrigerators and washing machines in otherwise pristine

not to have them commit serious mistakes in their data

forests next to a road. Here, in a similar fashion, mostgathering, was seen as a highlight for the class. Studentsof the objects are hidden by the building and therefore

were free to search for information in the internet on－ 51 －

Environmental Science Practice at Miyagy University of Education

how to conduct their experiments and they have proven

Natural Sounds in Sendai City. A Compaative Study.

to be not that far off from the methods scientists use in

Research Bulleting of the Environmental Education

their research. This stimulated creativity and allowed theCenter, Miyagi University of Education, 15. 69 - 73.

students to be as active as possible during the learning

Jacobson, S.K., M.D.,McDuff, M.C., Monroe (2007).

experience. As some of these students are expected

Conservation Education and Outreach Techniques.

to be teachers in the near future, our hope is that theyOxford University Press. New York. 480 p.

will teach their pupils using practical methods that both,NASA (non dated). Climate Science Investigations

enhance creativity and stimulates reflection on the issues(CSI). http://webcache.googleusercontent.com/

that connects us with current environmental problems.

search?q=cache:78NL1nhLIzwJ:www.ces.fau.edu/
nasa/content/teacher-materials/land-vs-water-student.

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－ 52 －