Core-to-Core Programme Second Joint Seminar

Bridging Ideas Between Asia and Europe
for Promoting Education for Sustainable
Development in Higher Education

Co-organized by Okayama University, Japan and University of Ljubljana, Slovenia andSupported by Japan Society for the Promotion of Science (JSPS), Japan andSlovenian Research Agency (SRA), Slovenia
13-17 March 2023, Okayama, Japan

Seminar Book
Core-to-core Programme Second Joint Seminar | 0

Welcome Message
Dear colleagues and guests,
We are delighted to welcome you to the second Joint Seminar of the Core-to-Core Programme “Bridging ideas
between Asia and Europe for Promoting Education for Sustainable Development in Higher Education.” Thisseminar is co-organized by Okayama University, Japan and University of Ljubljana, Slovenia, with the supportof Japan Society for the Promotion of Science (JSPS), Japan, and Slovenian Research Agency (SRA), Slovenia.
The seminar will take place at the Faculty of Education, Okayama University, from March 13th to 17th, 2023.
We would like to extend a special welcome to colleagues to participate in this event.
The purpose of the seminar is to discuss recent progress in a whole-institution approach to ESD and to develop
good examples of this approach to mainstream ESD in all aspects of teacher education institutions. We hopethat the seminar will encourage international cooperation in this field and stimulate endeavors in Asia, Europe,and other regions.
We deeply appreciate your presence and contribution to this unique and memorable experience in Okayama,
Japan.
Sincerely,
Hiroki Fujii, Ph.D.
Okayama University
Japanese Coordinator of the Core-to-Core Programme “Formation of Center of Excellence toPromote Teacher Education for ESD: Towards Achieving the SDGs”
Gregor Torkar, Ph.D
University of Ljubljana
Slovenian Coordinator of the Core-to-Core Programme “Formation of Centre of Excellence toPromote Teacher Education for ESD: Towards Achieving the SDGs”

Core-to-core Programme Second Joint Seminar | 1

Second Joint Seminar “Bridging Ideas between Asia and Europe for Promoting
Eucation for Sustainable Development in Higher Education”
Co-organized by Okayama University, Japan and University of Ljubljana, Slovenia
Supported by Japan Society for the Promotion of Science (JSPS), Japan andSlovenian Research Agency (SRA), Slovenia(Okayama, 14-17 March 2023)
General Information
1. Background
Education for Sustainable Development (ESD) occupies a prominent place in the 2030 Agenda for Sustainable
Development and the Sustainable Development Goals (SDGs) adopted by the United Nations (UN). It is “a vitalmeans of implementation for sustainable development” and “a key enabler” of all the SDGs, as affirmed by the UN
General Assembly in its resolution 72/222. Educators including teachers have a crucial role to play in this global
pursuit of sustainable development through education. As UNESCO’s new ESD promotion measure “ESD for 2030”
recognizes, educators are “key actors in facilitating learners’ transition to sustainable ways of life.” They canfacilitate learning for sustainable development.
Recognizing the critical importance of educators in the SDGs, Okayama University, the only UNESCO Chair on
ESD in Asia, launched the JSPS Core-to-Core Programme (Type B. Asia-Africa Science Platforms) (FY 2017-2019). It
established core research exchange institutions for ESD teacher education and their academic network in Asia andcontributed to building the capacities of the next generation of researchers. Subsequently, the University obtained
a grant sponsored by the Japanese National Commission for UNESCO (FY 2018-2019), and it developed the “AsiaPacific ESD Teacher Competency Framework” and a guide for effectively disseminating the framework incollaboration with 34 institutions in 16 countries across the Asia-Pacific region and with the support of UNESCO
Bangkok and Asia-Pacific Cultural Centre for UNESCO. The framework currently comprises a programme guideline
for developing ESD teacher education in the Asia-Pacific region and its research and educational achievements.
On the other hand, University of Ljubljana has participated in the UNESCO/UNITWIN Network in Education for
Sustainable Lifestyles and conducted various researches for promoting teachers' ESD competency in collaboration
with 27 institutions in 18 countries in Europe. An academic journal edited by the University published a special issue
on “Sustainable Development in Education” and reported fruitful results of research and practice on ESD (see CEPS
Journal, 3(1), 2013). The University has energetically developed teacher education for ESD through various activities,
including incorporating ESD into existing teacher training programmes and courses, a green campus, and a student
club on sustainability.
The whole-institution approach, directly linked to the institution’s organizational culture and the leadershipand management of students and faculty staffs, is the key to mainstreaming ESD in all aspects of teacher education
institutions. This approach, however, has not advanced sufficiently in any teacher education institution worldwide,
not just in Japan and Slovenia. As stated by UNESCO, achieving a breakthrough in mainstreaming ESD necessitates
teacher education institutions to provide good examples of the whole-school approach.
2. Objectives
The overall goal is to organize an event that will promote the collaboration between Okayama University inJapan and University of Ljubljana in Slovenia, both of which have outstanding achievements in ESD teacher2education in Asia-Pacific and Europe, respectively, and to develop good examples of a whole-institution approachin ESD teacher education.
Specifically, the event is also aimed to achieve the following objectives:
 To better understand how to incorporate sustainability and ESD into all aspects of higher education institutions,particularly teacher education institutions.
 To report on progress in the development, implementation, and evaluation of teacher education programmes
and courses that is a critical component of a whole-institution approach to ESD.
 To train young researchers on how to align their academic research with sustainability and ESD to ensure theapproach’s continued development.

3. Expected outputs
 Reports on the successes and lessons learned from integrating ESD into teacher education programmes andcourses, including a framework of indicators for evaluating such integration.
 Sharing information between young researchers on their research and its alignment with the overarchingtheme of sustainability, ESD, and the whole-institution approach.
 Suggestions and recommendations for fostering environments conducive to transforming teacher education
for sustainable development via a whole-institution approach.
4. Participants
The event will bring together approximately 50 participants onsite from Okayama University, University of
Ljubljana, and other universities, as well as online participants from partner institutions in Asia, Europe, and otherregions of these universities.
5. Time, venue, and programme overview
13 – 17 March 2023 at Okayama University, Okayama, JapanDay 1: Opening ceremony, invited speeches, research presentations, meeting, workshop, welcome function
Day 2: Students’ seminar, workshop, ESD Excursion
Day 3: School visit
Day 4: ESD excursion
Day 5: Meeting, closing ceremony

3Second Joint Seminar “Bridging Ideas between Asia and Europe for Promoting
Education for Sustainable Development in Higher Education”
Co-organized by Okayama University, Japan and University of Ljubljana, Slovenia
Supported by Japan Society for the Promotion of Science, Japan and Slovenian Research Agency (SRA), Slovenia(Okayama, 13-17 March 2023)

Programme Schedule
University professors and graduate students from Asia and Europe who are interested in Education for Sustainable Development (ESD) in higher
education, especially teacher education, will participate in this seminar either on-site or online.
Monday, 13 March 2023
8:30 – 9:00
Registration
9:00 – 9:15
Opening Ceremony
Room: 5101
Moderator: Hiroki Fujii (Okayama University, Japan) and Gregor Torkar (University of Ljubljana, Slovenia)
Opening remark by Atsushi Takase (Dean, Faculty of Education, Okayama University, Japan)
Opening remark by Janez Vogrinc (Dean, Faculty of Education, University of Ljubljana, Slovenia)
9:15 – 10:00
Agenda 1: Invited speech
Room: 5101
Moderator: K. F. Ardh (Okayama University, Japan)
The University of Ljubljana on the way to sustainable development and a green environment
Janez Vogrinc & Matej Vošnjak (University of Ljubljana, Slovenia)
10:00 – 10:45
The development and validation of an instrument for assessing science teacher competency to teach ESD
Ari Widodo & Eliyawati (Indonesia University of Education, Indonesia) online
10:45 – 11:15
Coffee Break4

11:15 – 12:15

12:15 – 13:45
13:45 – 14:15

14:15 – 15:00

15:00 – 15:15
15:15 – 17:30

19:00 –

Agenda 2: Research presentation
Room: 5101
Moderator: Stojan Kostanjevec (University of Ljubljana, Slovenia)
Developing preschool teachers’ environmental education competences through DiSSI modules
Iztok Devetak (University of Ljubljana, Slovenia)
New programmes for ESD teacher education at Okayama University: From undergraduate to doctoral level
Hiroki Fujii (Okayama University, Japan)
Lunch
Agenda 3: Signing ceremony
Floor: Dean’s room
Professors will participate in the signing ceremony of the MOU between the Faculty of Education of Okayama University andthe Faculty of Education of University of Ljubljana.
Agenda 4: Meeting for Professors
Floor: Dean’s room
Professors will discuss the whole-institution approach to promoting ESD teacher education.
Coffee BreakAgenda 5 Workshop for all participants
Room: 219
Moderators: Taro Harada & K. F. Ardh (Okayama University, Japan)
Participants will enjoy botany experiments using familiar plants.
Welcome function (Japanese restaurant “Ryoutei”)
Stay Okayama

5Tuesday, 14 March 2023
9:00 – 10:00
Agenda 6: Students’ seminar
Room: 5101
Moderator: Karen Onodera (Kyoto Koka Women’s University, Japan)
Students will give brief introduction on their research and make poster presentations.

10:00 – 11:00

First session
Ocean Acidification: Integrating Sustainability into Secondary Science Education through Modified Textbook Experiments
Manato Ichii, K.F. Ardh, & Hiroki Fujii (Okayama University, Japan)
Tailoring Primary Science Lesson to Accommodate Children’s Different Climate Awareness Profile
Yusuke Ookouchi, K.F. Ardh, & Hiroki Fujii (Okayama University, Japan)
Developing Environmental Literacy of Chemistry Teachers through Inquiry-based Learning in the Context of Hydrosphere
Pollution
Luka Vinko & Iztok Devetak (University of Ljubljana, Slovenia)
The “Strongest” Invasive Alien Species: A Lesson Plan for Secondary School Science
Tetsuya Ida & K.F. Ardh (Okayama University, Japan)
Using Climate Action Simulation to Foster Future Thinking Competency Among Secondary School Students
Chihiro Kameyama, K.F. Ardh, & Hiroki Fujii (Okayama University, Japan)
Exploring the Use of Systems Thinking in Teaching Climate Change in Secondary School Science
Ruriko Kanai, K.F. Ardh, & Hiroki Fujii (Okayama University, Japan)
Second session
Methods and Issues in Evaluating Changes in Children’s Thinking in a Law-Related Education Program Aimed at Developing
Decision-Making Skills
Ayuha Miyamoto (Okayama University, Japan)
Developing Research Competence among Pre-service Teachers to Achieve Quality Education as one of the Sustainable
Development Goals
Miha Matjašič & Janez Vogrinc (University of Ljubljana, Slovenia)

611:00 – 12:00

12:00 – 13:30
13:30 – 14:30

14:30

Global Citizenship Education in University Service-Learning Curriculum: An Analysis of StFX Service-Learning in Canada
Liu Xinyu (Okayama University, Japan)
Self-Assessment of the Components of the Study Process from the Perspective of Higher Education Students from Vulnerable
GroupsKarmen Javornik & Milena Košak Babuder (University of Ljubljana, Slovenia)
Study on the Development of Global Citizenship through the Learning of the United Nations in Elementary School Social
Studies
Yu Tsutsui (Okayama University, Japan)
Third session
Promoting System Thinking using Climate Change Education for Pre-Service Science Teacher Education Program in Mongolia
Dulguun Jargalsaikhan & Hiroki Fujii (Okayama University, Japan)
Contextualizing Muscle Training into Physics Lessons to Improve Students’ Attitudes towards Physics
Takumi Shiba (Okayama University, Japan)
Elective Subject about Animal Species Diversity for Educators
Luka Praprotnik, Žan Rode, & Gregor Torkar (University of Ljubljana, Slovenia)
Plants, People, Planet: Development and Validation of a Sustainability-Oriented Botanical Module for Prospective Science
Teachers
K. F. Ardh & Hiroki Fujii (Okayama University, Japan)
The Use of Folktales in Elementary School Science: Students’ Perceptions of Folktales at the Teacher Training Stage
Karen Onodera (Kyoto Koka Women’s University, Japan) & Hiroki Fujii (Okayama University, Japan)
Lunch
Agenda 7: Students’ workshop
Room: 5101
Moderator: Zhou Xingxing (Okayama University, Japan)
Participants will learn multi-cultural education through the workshop.
Move to Okayama Korakuen Garden

715:30 –Agenda 8: ESD Excursion (1)Participants will visit Okayama Korakuen Garden to learn about nature and history of Okayama.
Stay Okayama
Wednesday, 15 March 2023
7:45
Move to Kurayoshi, Tottori Prefecture
10:40 – 14:00
Agenda 9: School Visit
Participants will visit Kurayoshi-nishi junior secondary school in Tottori Prefecture on the Sea of Japan side and learn aboutcommunity-based school activities.
14:00 – 19:00
Move to Hiroshima after passing through Daisen National Park
Stay Hiroshima
Thursday, 16 March 2023
AM
PM

Agenda 10: ESD excursion (2)Participants will visit Hiroshima Peace Memorial Park and learn about peace education, a primary area of ESD.
Agenda 11: ESD excursion (3)Participants will travel to Miyajima island, home of Itsukushima Shrine and Miyajima Aquarium, where they will learn about
World Heritage education and biodiversity education, primary areas of ESD.
Stay Hiroshima

Friday, 17 March 2023
7:45
10:30 – 12:30

12:30-12:45

Move to Kyoto
Agenda 12: Meeting for Professors
Room: Taishido, Faculty of Child Education, Kyoto Koka Women’s University
Professors will discuss further collaboration based on their experiences at this seminar.
Closing Ceremony
Room: Taishido, Faculty of Child Education, Kyoto Koka Women’s University
Stay Kyoto

8Invited Speech

The University of Ljubljana on the Way to Sustainable Development and a Green Environment
Janez Vogrinc & Matej Vošnjak
Faculty of Education, University of Ljubljana, Slovenia
Our societies face many challenges in the economic, social and political fields, as well as concerns for the future of
our planet. Universities also urgently need to respond to the challenges important for a sustainable future. The
University of Ljubljana is trying to respond to the challenges of today's society by participating in the “Plan forrecovery and resilience” project, which aims to reform the professional higher education study programmes
towards a green and resilient transition and Society 5.0. The project also aims to develop students' competences
for digital and green transformation. The changes are planned on three levels: content (renewal of the curriculumwith the introduction of competences crucial for green and digital transition), normative (design of study
programmes and sufficient number of enrolment places to the society's needs) and infrastructural (increased useof ICT, development of a sustainable and smart lecture hall, use of smart devices, etc.). The aim of the presentation
is to describe the methodological plan for monitoring the implementation of the project and to present the current
state of climate literacy, energy literacy, biodiversity and sustainable development literacy among pre-service
teachers at the Faculty of Education, University of Ljubljana. In addition, students´ knowledge, attitudes andbehavioural practices in these areas will be presented. The results show that the average achievement of preservice teachers on items related to sustainable development, climate literacy, energy literacy, and biodiversity was
19%, 44%, 39%, and 56%, respectively. The average percentage of agreement with the statements related toattitude about sustainable development, climate literacy, energy literacy, and biodiversity was 81%, 73%, 73%, and92%, respectively. The results provide an important insight into the knowledge and awareness of pre-service
teachers at the Faculty of Education and shows the need to educate students in these areas to achieve green andresilient transition.
Keywords: green environment, sustainable development, climate literacy, energy literacy, biodiversity

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Invited Speech

The Development and Validation of an Instrument
for Assessing Science Teacher Competency to Teach ESD
Ari Widodo & Eliyawati
Faculty of Mathematics and Science Education, Indonesia University of Education, Indonesia
Promoting the implementation of education for sustainable development (ESD) in schools is necessary to educate
future generations about sustainability. In cases where ESD is integrated into science lessons or ESD has to be taught
by science teachers, science teachers have to integrate ESD teaching competencies with their science teachingcompetencies. The absence of an instrument to assess science teacher competencies to teach ESD makes it difficult
for schools to assign the right science teacher to teach ESD or to support science teachers to integrate ESD into
their lessons. This study aims to develop an instrument for measuring science teacher competencies to teach ESD.
The instrument was developed by combining frameworks of science teacher competencies and ESD teacher
competencies issued by several countries and ESD teacher competencies proposed by Okayama University ESD
Promotion Center. A four-scale questionnaire comprising 96 statements was developed to assess sevencompetencies, i.e., content knowledge, content pedagogy, inquiry, professional practice, professional development,
assessment and evaluation, and attitude. The instrument was tested on 234 science teachers nationwide, consistingof 166 females and 68 males from different schools, teaching years, and educational levels. The results show that
the Cronbach’s alpha of the instrument is 0.99 (very good category), person reliability 0.96 (good category), anditem reliability 0.67 (fairly good category). Based on explanatory and confirmatory factor analysis, six competency
dimensions are identified. The score of explanatory factor analysis based on Kaiser– Meyer–Olkin (KMO) was 0.966
and the significance on Bartlett’s test of sphericity was 0.00. This means that there are significant correlations
among the items. This suggests that the instrument is suitable to identify science teachers’ competencies as
indicators of their readiness to teach ESD.

Keywords: science teacher competencies, ESD teacher competencies, ESD, sustainability

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Research Presentation

Developing Pre-school Teachers' Environmental Education Competences through DiSSI Modules
Iztok Devetak
Faculty of Education, University of Ljubljana, Slovenia
Current study program of pre-school education at University of Ljubljana, Faculty of Education does not comprise
any courses with the emphasises on green transition, sustainable development and environmental literacy. In this3-year-programme students had to select between different elective courses for 20 ECTS. For that reason, we
decided to develop five elective courses devoted to the sustainable development education. The purpose of thesecourses is to develop of the pre- and in-service preschool teachers’ competences in accordance with the guidelinesof sustainable development and green transition that European commission stated as priorities for the next 10
years. In cooperation with other Faculties of University of Ljubljana we are developing five courses entitled (1)Aspects of natural sciences for sustainable development and green transition, (2) Aspects of social sciences forsustainable development and green transition, (3) Education and training for sustainable development and green
transition, (4) Good practices for promoting sustainable development and green transition and (5) Practicaleducation for sustainable development and green transition. The course with the most natural science content isdeveloping following the principles of authentic science instruction with a given problem or scenario and inquirybased science education (IBSE) approach. Therefore, the approach that was developed in ERASMUS+ project“Diversity in Science towards Social Inclusion – Non-formal Education in Science for Students’ Diversity” (DiSSI),
where DiSSI learning modules that include IBSE and the analysis of their impact on chemistry learning of lower andupper secondary school students was implemented also in development of elective courses. The purpose of thispresentation is to illustrate how the "Environmental chemistry – water pollution" DiSSI learning module for teachingchemistry in the context of the IBSE approach in an in-formal educational settings for gifted students was developed
and how some findings were used for the purposes of the pre-service and in-service pre-school teachers’ elective
courses development.
Keywords: pre-school teacher education, education for sustainable development, DiSSI modules, elective courses

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Research Presentation

New Programmes for ESD Teacher Education at Okayama University:
From Undergraduate to Doctoral Level
Hiroki Fujii
Okayama University, Japan
Education for Sustainable Development (ESD) occupies a prominent place in the 2030 Agenda for Sustainable
Development and Sustainable Development Goals (SDGs) adopted by the United Nations in 2015. Indeed, ESD is
integral to achieving all of the SDGs, as stated in the UN General Assembly’s 72/222 resolution. Teachers play theimportant role in the global pursuit of ESD. In UNESCO's new ESD promotion measure, “ESD for 2030” (2020–2030),
the expansion and development of ESD teacher education is emphasized as a priority action area. Recognizing thecritical importance of teachers in the context of SDGs, Okayama University established ESD teacher education
network in Asia and contributed to building capacities of the next generation of teachers. Subsequently, theUniversity developed the “Asia-Pacific Framework of Teacher Education for ESD” and a guide for the effective
dissemination of the framework in collaboration with 34 institutions in 16 countries across the Asia-Pacific region.
The framework currently comprises a programme guideline for developing ESD teacher education in the Asia-Pacificregion, as well as its research and educational achievements. Programmes for ESD teacher education at theundergraduate to doctoral level at Okayama University will be renewed starting in Fiscal Year 2023. First, a new
education programme will launch at the undergraduate level, consisting of three sub-programmes: ESD/Education
for the SDGs, STEAM/Creativity, and Psychological Data Science. This programme will offer a compulsory course“Learning for Sustainability” (first year, 2 credits) and “Creating Learning for Sustainability” (third year, 1 credit) for
all undergraduate students. In addition, the ESD/Education for the SDGs sub-programme will train professionals toteach cross-curricular and integrated learning in schools. Second, at the master’s level, the Master of Education
programme will offer a compulsory course “Designing Learning Across Subjects and Disciplines (ESD)” (2 credits).
Finally, at the doctoral level, a doctoral training programme specializing in ESD/GCED/Education for the SDGs wasestablished two years ago, and training of ESD researchers has begun. The next generation of ESD researchers
trained here will lead academic research and teacher education in ESD.

Keywords: ESD, GCED, Education for the SDGs, teacher education

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Workshop for All Participants

Introduction to Botany Experiments for Science Education
Taro Harada & K.F. Ardh
Okayama University, Japan
1. Fast Plants
Fast Plants (Brassica rapa)1 are well-known teaching materials used worldwide for hands-on plant science. Some
researchers have made efforts to introduce the plants into Japan. Dr. Harada’s former teachers translated an
original English textbook about Fast Plants into Japanese, which has been referenced by many users of the plants
in the country. Now a domestic distributer manages the official website for Japanese teachers.
<Activity>(1) Watching short movies as an introduction to Fast Plants(2) Observing the life cycle of Fast Plants at 3 days, 10 days, 17 days, and 24 days old.
(3) Pollinating with a “bee-stick” and observing pollens under the microscope.
(4) Confirming Mendel’s law of segregation2 by counting F2 seedlings3 with either a purple or green hypocotyl4.
2. Plant Growth under Anoxia5
In general, a lack of oxygen (O2) inhibits the growth of plants. However, some plants exhibit a high tolerance forlow-oxygen stress and can grow anoxically.
<Activity>
Observing the seed germination of Fast Plants and rice (Oryza sativa), as well as the turion6 elongation of
pondweed (Potamogeton distinctus) incubated for 3 days under aerated7 or anoxic conditions using a gas throughflow apparatus8.

3. Carnation
Carnation (Dianthus caryophyllus) is one of the most significant commercial flowers globally. In Japan, it is very
popular as a symbol of Mother’s Day. Carnation has been studied as a model for flower senescence9 caused by agaseous plant hormone, ethylene (C2H2)10. With the availability of the plant’s whole-genome information11,
carnation has become a model organism12 for ornamental flower.
<Activity>(1) Observing petal wilting13 caused by ethylene and the effects of silver thiosulfate (STS)14, an inhibitor of
ethylene action15.
(2) Observing of decelerated flower opening through modified atmosphere packaging (MAP)16, and measuring
the concentrations of ethylene, oxygen and carbon dioxide (CO2) inside the bags.

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BOTANY WORKSHOP GLOSSARY
1.

Fast Plants - A type of Brassica rapa plant (field mustard) developed at the University of Wisconsin–Madison,in the United States of America, and used as a teaching material for plant science worldwide due to theirshort growth cycle and ease of cultivation.

2.

Mendel's Law of Segregation states that genes separate randomly during reproduction, resulting in a 3:1
ratio of traits in offspring.

3.

F2 seedlings - The offspring of the F1 plants, which are the first generation resulting from crossbreeding.

4.

The hypocotyl is the stem of a plant embryo that connects the cotyledons (seed leaves) and the radicle(embryonic root).

5.

Anoxia - A condition where there is a complete lack of oxygen.

6.

Turion - A type of asexual bud found in some aquatic plants that allows them to survive harsh conditions bybecoming dormant (inactive).

7.

Aerated - Refers to a system or environment that contains oxygen or air.

8.

Gas through-flow apparatus - An apparatus used to control the environment around plants or otherorganisms, where gases such as air and nitrogen are continuously flowed in and out.

9.

Senescence - The natural aging process in plants or other living organisms.

10. Ethylene - A gaseous plant hormone that can cause leaf abscission (natural shedding), flower senescence,and fruit ripening.
11. Whole-genome information - Information about the complete set of genes in an organism, which can be
useful for scientific research.
12. Model organism- a species that is widely studied in scientific research because it is easy to handle andreproduce quickly, providing insights into biological processes that are common to many other organisms
13. Petal wilting - A process where flower petals become limp and droopy.
14. Silver thiosulfate (STS) - A chemical compound used to inhibit cut flower senescence by blocking ethylene
action. The STS helps to prevent the flower from wilting and keeps them looking fresh and vibrant for longer.
15. An inhibitor of ethylene action - A substance that can slow down or stop action (not biosynthesis) of ethylene
in plants.
16. Modified atmosphere packaging (MAP) - A technique used to slow down the aging process of fruits andvegetables by controlling the concentrations of gases such as ethylene, oxygen, and carbon dioxide.

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Students’ Seminar (First Session)

Ocean Acidification: Integrating Sustainability into
Secondary Science Education through Modified Textbook Experiments
Manato Ichii, K.F. Ardh, & Hiroki Fujii
Okayama University, Japan
Introduction: This research proposal aims to address the lack of opportunities for students to apply problem-solving
skills for socially relevant scientific problems in school. To achieve this, the study examines experiments related tochemistry in three Japanese junior high school science textbooks to identify opportunities to incorporate elementsof sustainability. Lesson Design: "Acids and bases" is chosen as the subject matter, and a lesson plan titled "Isseawater acidic or basic?" will be developed to incorporate ESD and SSI elements. The lesson focuses on ocean
acidification, its global impact, and the effects on marine life using actual seawater collected from different regions.
Future Direction: The lesson will be designed for third-year secondary school students and will utilize tables anddrawings to explain pH levels. Students will record the conditions of the place where the seawater was collected,
including whether it was near an industrial area or a natural area. The lesson will highlight the correlation between
pH levels and the environment, and students will be asked to consider the impact of human activity on theenvironment. Finally, teacher support is emphasized to ensure that students understand the concepts being taught.
Teacher will be provided with clear data on seawater acidification, and guidance on how to conduct the experiment.
Keywords: junior high school science textbooks, sustainability, ocean acidification

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Students' Seminar (First Session)

Tailoring Primary Science Lesson to Accommodate Children’s Different Climate Awareness Profile
Yuusuke Ookouchi, K.F. Ardh, & Hiroki Fujii
Okayama University, Japan
Introduction: Climate change is a major challenge facing the world, and educating children on their attitudes andconcepts of climate change can have a significant impact on mitigation policy. The research proposal aims to tailor
primary science lessons based on children's different climate awareness profiles. Previous study: A questionnaire
survey was administered to 181 fifth- and sixth-grade students in Hiroshima Prefecture, which classified theirconceptions of climate change into four clusters. Future Direction: The aim of this proposed research is togeneralize the data obtained by expanding the survey to include elementary schools throughout Japan. The survey
will be conducted among UNESCO Associated Schools to ensure a high response rate. The results will be used toanalyze the characteristics of each cluster and develop climate change education appropriate for each one. This
research will help in the development and implementation of climate change education lessons in primary schools.
Keywords: primary school science, primary school children, climate change education

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Students' Seminar (First Session)Developing Environmental Literacy of Chemistry Teachers throughInquiry-based Learning in the Context of Hydrosphere Pollution
Luka Vinko & Iztok Devetak
Faculty of Education, University of Ljubljana, Slovenia
Due to the various environmental problems that we are dealing with as a society, it is very important to educate
environmentally conscious individuals with appropriately developed environmental literacy. Chemistry teachers
play a big role in this, as they directly address their students when teaching environmental content. In the education
programs of future chemistry teachers, special emphasis should be placed on the development of theirenvironmental literacy in combination with education for sustainable development. Our study will investigate
environmental literacy (about hydrosphere) of 100 in-service teachers as well as development of environmental
literacy (about hydrosphere) of 50 pre-service chemistry teachers. In doing so, the learning process will be actively
pursued throughout the semester with a learning module (Moodle activity that will be developed in the first phaseof the research and will include six different tasks about actual environmental problems in the context ofhydrosphere pollution, all based on inquiry-based learning) and by measuring independent (individual interest,
working memory capacity, formal-logical thinking...) and dependent variables (situational interest, environmental
literacy). The research will be a combination of quantitative and qualitative research approach. Our data will consistof questionnaires, document analysis, and observations. It is expected that, based on the results of this research, itwill be determined how environmentally literate are in-service chemistry teachers in the field of hydrosphere andwhat affects the development of environmental literacy, in the field of the hydrosphere, among pre-service
chemistry teachers when using the inquiry-based learning approach. It can be expected that the completed
research will contribute to the development of the profession in the field of chemistry and natural science didactics
and to the improvement of practice in chemistry and natural science lessons. A new instrument for measuring
environmental literacy in the field of hydrosphere will also be developed.
Keywords: hydrosphere pollution, environmental literacy, inquiry-based learning, pre-service teachers, in-service
teachers

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Students' Seminar (First Session)

The “Strongest” Invasive Alien Species: A Lesson Plan for Secondary School Science
Tetsuya Ida & K.F. Ardh
Okayama University
Introduction: Invasive Alien Species (IAS) pose a serious threat to global biodiversity. However, publicawareness and understanding of the issue remain low, hindering efforts to prevent their spread. Scienceeducation is recognized as a useful tool for improving public understanding and behavior change regarding
IAS. Previous study found that a drawing activity for college students was effective in teaching in-depth
knowledge about IAS. Aims and Methods: Building on this approach, a science class for junior high school
students was designed and implemented to enhance their understanding of IAS. The lesson was divided into
three parts: (1) ecosystems and their importance for biodiversity, (2) IAS and their negative impact on native
ecosystems, and (3) imagining and drawing the "STRONGEST" invasive species. Results: Qualitative content
analysis of the students' drawings of the "STRONGEST" invasive species revealed their knowledge andattitudes towards IAS and their impact on ecosystems. The majority of animal drawings depicted mammals,
while the majority of plant drawings depicted flowering plants. Few animal drawings included reproductive
features, whereas many plant drawings did. Additionally, a significant number of drawings in both the animaland plant groups included characteristics related to toxicity and other harmful traits of IAS. The paired-sample
t-test revealed significant changes in negative perceptions of IAS and their impact on ecosystems, as well as
understanding of the role of reproduction in contributing to invasiveness. Discussion: This study’s results
highlight the effectiveness of interactive science education in improving public understanding of IAS. However,further education is needed to improve students' understanding of reproductive characteristics.
Comprehensive programs on IAS are crucial for raising public awareness and preventing the spread of invasive
species. Efforts to combat IAS should involve not only scientists and policymakers but also the general public,
who can play an important role in preventing the introduction and spread of invasive species. By increasing
public understanding and engagement, we can protect the world's biodiversity and ecosystems from thethreats posed by IAS.
Keywords: invasive alien species, biodiversity education, secondary school science

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Students' Seminar (First Session)
Using Climate Action Simulation to Foster Future Thinking Competency among Secondary School Students

Chihiro Kameyama, K.F. Ardh, & Hiroki Fujii
Okayama University, Japan
Introduction: This research proposal focuses on exploring how science education can foster future thinking. The
study is based on a previous research project that developed a lesson on climate change using simulation software
called En-ROAD and worksheets. Previous study: The lesson was effective in promoting a future-oriented approach,and the study methodology involved measuring the effectiveness of the class through class content, questionnaires,and reflections. Using this research as a basis, the current study aims to investigate how science education cancultivate future thinking in seemingly unrelated units. Future direction: While the climate change unit wasappropriate for clarifying future scenarios using software, the study will explore other units and their potential tofoster future thinking. Additionally, the study will consider the possibility of developing further abilities bydiscussing specific measures for each item after the class. Overall, this research proposal seeks to explore ways ofcultivating future thinking in science education. Keywords: Future thinking, climate action simulation, secondary
school science.
Keywords: future thinking, climate action simulation, secodnary school science

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Students' Seminar (Second Session)
Exploring the Use of Systems Thinking In Teaching Climate Change in Secondary School Science
Ruriko Kanai, K.F. Ardh, & Hiroki Fujii
Okayama University, Japan
Introduction: The research proposal focuses on exploring the use of systems thinking in teaching climate change insecondary school science. UNESCO has identified eight key competencies for sustainability, and the systems
thinking competency is one of them. Aims and Methods: The goal of the study is to develop lessons that foster thisability, which is highly valued in science education and can contribute to achieving goals 13, 14, and 15 of the SDGs.
The research methodology involves creating and practicing a lesson on climate change that is not a knowledgeimparting class, but a class in which students can set their own tasks and work on activities independently. The
research will collect information through questionnaire surveys and analyze the effects of the class. Future
Direction: Two key points will be emphasized in creating the class: the System Thinking Hierarchical (STH) modeland the eight emergent hierarchic characteristics of system thinking. The STH model suggests that it's necessary tounderstand the stages of the target students and conduct lessons according to their stages. The eight characteristics
of systems thinking will be considered when creating the class, with a focus on the seventh characteristic. Finally,
the study will need to define how much of the limited school education time should be spent on system thinking
education, and how to define and measure "mastering system thinking."
Keywords: system thinking, geoscience education, secondary school

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Students' Seminar (Second Session)
Methods and Issues in Evaluating Changes in Children's Thinking in a Law Related Education Program
Aimed at Developing Decision-Making Skills
Ayuha Miyamoto
Okayama University, Japan
This poster clarifies how the transformation of children's thinking is assessed in social studies and what the
problems are. In decision-making learning, while progress has been made in developing programmes based on
educational principles, the educational evaluation of such programmes has not yet been clarified in many cases.
This poster refers to previous research on how to assess the transformation of thinking in Law-Related Educationand then discusses the issues involved. Inoue (2018) examined the differences between the opinions of the self andothers from the students' statements on worksheets and in discussions, and assessed the transformation into a selfthat acknowledges these differences and takes into account different positions. One of the issues with thisassessment method is that it does not reveal a step-by-step thinking process. It is not possible to evaluate how thechildren's thinking changes in the process of transforming their position in forming their opinions from 'we' as those
who simply know the location of the disaster prevention warehouse to 'we' as those who would use the warehousein the event of a disaster. This evaluation method cannot be used to evaluate how children are changing theirthinking. In order to solve this problem, the author will carry out research based on the following research. Firstly,
the author will continue to analyze from the perspective of evaluation how children's development is being
measured in decision-making learning. In addition, suggestions for evaluation research in social studies will beobtained. Based on this, the author will develop a Law-Related Education programme to see the transformation ofchildren's thinking. Here, the emphasis is not so much on the educational principles as on the evaluation of how
children's thinking is transformed by them. Specifically, the focus will be on value adjustment, the subject of myown research, and how children make standards for value adjustment. The content of the teaching materials will
be based on the subject of sales contracts between individuals and will be developed in conjunction with consumer
education and put into practice with high school students.
Keywords: law-related education, decision making, assessment method

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Students' Seminar (Second Session)Developing Research Competence among Pre-Service Teachers to Achieve
Quality Education as one of the Sustainable Development Goals
Miha Matjašič & Janez Vogrinc
Faculty of Education, University of Ljubljana, Slovenia
Developing research competence in pre-service teachers is a crucial step toward achieving quality education as oneof the Sustainable Development Goals. Research competence refers to the ability to engage in systematic inquiry
to gain new knowledge, insights, and solutions to problems. There are various definitions of research competence,but its basic elements are the set of research knowledge, research skills, and research attitude that the student has.
Research competence is vital for promoting lifelong learning among pre-service teachers. They will be better
equipped to adapt to changing teaching methods and technologies and, more importantly, to develop their skills
and knowledge throughout their careers. As a result, we can improve the quality of education in the long term,
which is essential for achieving the Sustainable Development Goal of providing equitable, inclusive and quality
education for all. The purpose of this study was to measure the perceived development of research competence ofpre-service teachers at the beginning of the master study programme who had not received a research training(group 1) and compare it to the perceived development of research competence of pre-service teachers who hadcompleted a research course (i.e., had received research training) (group 2).. The results revealed that there was astatistically significant difference in the perceived developed research competence of the two groups. The meanvalue of perceived research competence of group 1 was significantly lower than the mean value of perceived
research competence of group 2. The results of this study suggest that research training in teacher education
programs develops perceived research competence and therefore plays a crucial role in achieving quality education
as one of the Sustainable Development Goals.
Keywords: research competence, pre-service teachers, quality education, sustainable development goals, lifelong
learning

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Students' Seminar (Second Session)

Global Citizenship Education in University Service-Learning Curriculum:
An Analysis of StFX Service-Learning in Canada
Liu Xinyu
Okayama University , Japan
Global Citizenship Education (GCED) as a transformative education framework that emphasizes the cultivation oflearners to be aware of the wider world and their role in the world, to respect and value diversity, to commit tosocial justice, to participate in local and global efforts, to work towards equitable and sustainable peace, and to be
responsible for their own action. In order to provide students such global perspective and experiences, servicelearning is a particularly effective curricular method which reflecting on the service activity in such a way as to gain
further understanding of course content. As well as gain a broader appreciation of courses, and an enhanced senseof personal values and civic responsibility. The National Council for social studies in Canada affirms that students
who participate in service-learning are more likely to be committed to improving society and working within the
democratic process. St. Francis Xavier University (StFX) was the first university in Canada to develop service-learning
as an academic based, experiential learning program for undergraduate students. There are two kind of programs
weeks, and local Course Based Service Learning (CBSL): promotes student service placements in the local
community that complement academic assignments to enrich classroom learning. In Japan, private universities
represented by International Christian University (ICU) are also developing service-learning curriculum. ICU, forexample, offers Community Service-Learning, International Service-Learning and JSSL programs for its students. In
contrast, many NPO organizations or universities without service-learning curriculum are also actively launchingexperience activities which related to service learning. For example, the PBL curriculum of Okayama University. The
purpose of this presentation is to compare the situation of service-learning in Canada and Japan, and to identify
what qualifications and abilities are being developed for students in service-learning.
Keywords: Global Citizenship Education service-learning

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Students' Seminar (Second Session)

Self-Assessment of the Components of the Study Process from the Perspective ofHigher Education Students from Vulnerable Groups
Karmen Javornik & Milena Košak Babuder
Faculty of Education, University of Ljubljana, Slovenia
Inclusion in education is a commitment that is part of Sustainable Development Goal (SDG) 4. It is a key principle
and process that promotes inclusion, participation, and optimal educational outcomes for individuals at all levelsof the education system, and thus their successful integration into the broader and narrower community (UNESCO,2021). In higher education (HE), there is an increasing emphasis on inclusion and respect for diversity, opening new
pathways and opportunities for all those willing and interested in studying, and significantly improving theiremployment prospects. Across Europe, the number of students enrolled at HE has grown significantly, and thenumber of students from vulnerable groups is also increasing. In our study, involving 93 HE students studying inSlovenia, we focused on two groups of vulnerable students: Students with dyslexia and students whose mothertongue is not Slovenian. Using a four-point rating scale based on self-assessment of the components of the study
process, we found, among other things, that students with dyslexia had statistically significantly higher level ofproblems than students without dyslexia in the components related to taking notes and listening to lectures at thesame time, the amount of study literature, completing administrative procedures properly, seeking help andsupport and having their individuality understood and considered by study colleagues. Students whose mothertongue is not Slovenian have statistically significantly higher level of problems than those for whom this is not thecase in the communication-related components, such as presenting content in public, taking oral exams or
preliminary exams, and communicating with HE teachers. In the context of inclusion, it is crucial to ensure equal
opportunities for all students and to pay special attention to those who belong to vulnerable groups in order toenable them to participate fully and actively in all aspects of life.
UNESCO. (2021). Global Education Monitoring Report 2021 – Central and Eastern Europe, the Caucasus and Central
Asia – Inclusion and education: All means all. UNESCO.
Keywords: components of the study process, HE students whose mother tongue is not Slovenian, HE students withdyslexia, inclusion

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Students' Seminar (Second Session)
Study on the Development of Global Citizenship through the Learningof the United Nations In Elementary School Social Studies
Yu Tsutsui
Okayama University, Japan
The pandemic of the Corona disaster has made the problems of the world more visible, including conflicts between
countries, human rights issues, and sustainability. These are issues that the international community should work
together and the United Nations, aiming for peace and development of the world, plays an important role in its
efforts. In light of these circumstances, it is increasingly important to learn about the United Nations and to develop
the qualities as a global citizen who can take responsibility for thinking and taking action on the world's challenges(global-citizenship), below. However, the current problems with education about the United Nations include: (1)education centered only on understanding knowledge of the United Nations; (2) learning content that deviatesfrom the actual efforts of the United Nations, which focuses on conflict resolution (not including modern issues
such as human rights and sustainability) and (3) It is difficult for students to connect their learning contents to theirown lives only through outlining learning about the United Nations(Yatabe 2000). This situation of the education
about the United Nations is the challenge that must be overcome in order to realize the development of the globalcitizenship. Based on this awareness of the problem, this study aims to clarify the structure of classes for United
Nations study aimed at fostering global citizenship. In addition, I am going to develop a specific class unit and verify
its educational effectiveness. The qualities to be developed in social studies must be developed through continuous
learning consistently with elementary, junior high and high schools. And the study at the elementary school stage,
which is the foundation for developing the qualities, is important. Therefore, in this study, the unit to be developed
is positioned as an elementary school social studies department.
Keywords: Global-citizenship, the United Nations

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Students' Seminar (Third Session)
Promoting System Thinking using Climate Change Education forPre-service Science Teacher Education Program in Mongolia
Dulguun Jargalsaikhan & Hiroki Fujii
Okayama University, JapanAt present, climate change is the most urgent problem facing all mankind. The task of educational practitioners is
to arouse their attention to climate change issues through climate change education for students and teachers andtake active actions to respond to and deal with climate change problems at the same time. Climate change iscurrently the most pressing issue facing all of humanity. Educators' role is to educate students and teachers on
climate change to raise their awareness of climate change, respond to climate change, and take proactive measures
to solve it. The ATECCE project is expanding the concept of climate change education in the Asian region anddeveloping the educational challenge. Our research is aimed at the students at the Mongolian National Universityof Mongolia, which is the main teacher training institution in Mongolia. The results of the 6-week program for preservice science teacher students at the NUM will be presented. This program integrates systems thinking-basedsustainable development education, including key themes of climate change, and teacher competencies. Before
the start of the training, students were asked a sample questionnaire and focus group interview to determine theirlevel of knowledge. The questionnaire included questions and feedback to determine students' knowledge andskills about climate change. As a result of the survey, it was clear that there is an urgent need for education andtraining on climate change. Then, to develop the basic knowledge of climate change education, we planned themain content training activities such as energy conversion, circulation of carbon-nitrogen, food chain, ecosystem,
and carbon dioxide. We present the current results of our developed training programs and activities.
Keywords: system thinking, climate change, science teacher competency, ESD teacher competency

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Students' Seminar (Third Session)
Contextualizing Muscle Training into Physics Lessons to Improve Students’ Attitudes towards Physics
Takumi Shiba
Okayama University, Japan
Introduction: Japanese students are generally uninterested in physics despite ranking high in scientific literacy
survey. The probable cause of the disinterest is a lack of connection between the physics education and their daily
lives. A Context-Based Physics (CBP) that emphasizes “concepts and process skills in real-world contexts that are
relevant to student”, is a possible solution. Aims and Methods: In this study, we develop CBP lessons for high school
students and determine whether CBP improves students' attitudes toward physics. This study was conducted fromlate October to early November 2022. 24 second-year students at a public high school in Okayama Prefecture
participated in the lessons. The lessons were implemented as the part of the "Rigid Body Equilibrium” unit for fourhours each. Questionnaire surveys were administered at the beginning of the first lesson and at the end of the
fourth lesson. The questionnaires were answered on a Likert scale (1-4). The questionnaire items were consisted offive factors. Intervention Lesson: In this study, we developed a lesson using muscle training as a context in the highschool physics unit "Rigid Body Equilibrium". Each lesson lasted 45 minutes for a total of four periods. A paired ttest was run on the responses to the pre- and post-survey to see whether the lessons had an impact on the students'
views toward physics. Results: When compared to the mean values prior to the lessons, the mean values for the“Enjoyment in learning" and “Instrumental motivation" variables were significantly greater after the lessons. The
mean values increased for the other factors, but there were no statistically significant differences. Discussion:
Students' attitudes toward physics were enhanced by the CBP lessons using the context of muscle training that wasestablished in this study. Not all of the variables, though, indicated a change in attitude. We think that studying
physics in a variety of settings in additional units might be necessary. Also, this study did not look into how CBP
affected other facets of students' attitudes. So, it is essential to assess the lessons from a variety of angles, including
the effects of learning. Future plans include developing lessons for different units and contexts based on the study's
findings and conducting more thorough evaluations of CBP lessons.
Keywords: muscle training, context-based physics, students’ attitudes towards physics

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Students' Seminar (Third Session)

Elective Subject about Animal Species Diversity for Educators
Luka Praprotnik, Žan Rode, & Gregor Torkar
Faculty of Education, University of Ljubljana, Slovenia
New elective subject entitled Children in the Animal Kingdom (4 ECTS) for university students of various study
programmes was introduced in study year 2021-22 at the University of Ljubljana's Faculty of Education in order topromote biodiversity education, which is a very important aspect in reaching the Agenda 2030 for Sustainable
Development, Sustainable Development Goals (SDGs) and targets of the Convention on Biological Diversity’s
Kunming–Montreal Global Biodiversity Framework. Participating students (n=17) were asked to rate theirsituational interest (9 items on a 5-point Likert scale) after five different workshops, and also to rate which SDGs
they are developing in the courses. From the data collected, it can be highlighted that the students' interest in the
topics is very high (M = 4.65, SD = 0.01). Students considered the topics important and were also satisfied with thepresentation style. The SDGs most frequently mentioned (by more than one-third of participants) were: SDG 4 Quality Education, SDG 13 - Climate Action, SDG 14 - Life Below Water, and SDG 15 - Life on Land. This was to be
expected, as the topics directly relate to animal species, their habitats and general biology, as well as the teachingof knowledge about and attitudes towards animals in schools and kindergartens – thus ensuring quality education.
Keywords: elective subjects, SDGs, situational interest, biodiversity

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Students' Seminar (Third Session)
Plants, People, Planet: Development and Validation of a
Sustainability-Oriented Botanical Module for Prospective Science Teachers
K.F. Ardh & Hiroki Fujii
Okayama University, Japan
Introduction: Plant conservation is often overlooked in favor of animal conservation, despite the critical role plants
play in supporting life on our planet. This is partly due to plant blindness, which is the tendency to undervalue theimportance of plants in our environment. Plant blindness contributes to this disparity and hinders attainment of
the Sustainable Development Goals (SDGs). Therefore, it is crucial for teacher education programs to prioritize
raising awareness of plant blindness and the importance of plant conservation. Aims and Methods: This study
evaluated the effectiveness of a botanical module in preventing plant blindness and fostering plant awarenessamong undergraduate students (N=91) in a science teacher education program in Indonesia. The module wasdeveloped based on the concept of “Plants, People, Planet,” which is an interdisciplinary concept that recognizes
the centrality of plant in sustainability. The study used a quasi-experimental sequential research design and mixes
quantitative and qualitative data collection and analysis. Results: The analysis of reflective journals revealed thatparticipants had active engagement and a positive response to the module. The survey results indicated that themodule had a small effect (Cohen's d=0.277 and 0.274, p=0.005)

on attention and attitude but a large effect(Cohen's d=0.700 and 1.309 p<0.001) on relative interest and self-efficacy to teach about plant, which arecomponents of plant awareness index. The focus group interview provided valuable information that participants
found narrative-based learning, the Socratic method, and reflective journaling, some features of the developed
module as useful pedagogical tools that helped them during the course of the module implementation. Limitationand implications: Despite the study's limitations in sample size and timeframe, the study highlights the effectivenessof the developed sustainability-oriented botanical module in preventing plant blindness. This emphasizes theimportance of incorporating similar approaches into teacher education programs, which could have far-reaching
implications for plant conservation and the sustainable development.
Keywords: science teacher education, sustainability-oriented botany, plant blindness

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Students' Seminar (Third Session)
The Use of Folktales in Elementary School Science:
Students’ Perceptions of Folktales at the Teacher Training Stage
Karen Onodera 1 & Hiroki Fujii 2
1 Kyoto Koka Women's University, Japan
2

Okayama University, Japan

Today, in science education and Education for Sustainable Development, students are required to develop ideas
about the coexistence between nature and humans to create a sustainable society. In the field of Place-Based
Education, it is stated that to build a relationship between nature and humans, it is important to learn about local
nature not only from the perspective of science but also from the perspective of history and culture (e.g.,
Greenwood, 2013). It has also been pointed out that providing students with opportunities to explore ancestors’
views regarding nature effectively facilitates their understanding of the relationship between nature and humans(e.g., Shimono, 2007). Focusing on folktales as a teaching tool for learning about ancestors' view of nature, manyof them are based on local nature, which includes scientific, historical, and cultural perspectives, and reflect
ancestors’ view of nature. Therefore, the use of folktales in science education is effective in promoting learning
about the relationship and coexistence between nature and humans (Onodera & Fujii, 2018). In this study, to devise
a course at the teacher training stage that makes use of folktales from various regions in Japan that express thewisdom and ideas of ancestors regarding coexistence with nature, a questionnaire survey was conducted toascertain to what extent students were able to grasp ancestors’ views on nature, especially the idea of coexistence
between nature and humans, as seen in the folktales. Of the 45 students surveyed, about one-third were able tograsp their ancestors’ ideas about the coexistence of nature and humans from the folktales, such as ‘It is impossible
for humans to live alone, and life depends on other life forms’. The contents of the ideas were varied and included
many viewpoints about the coexistence between rivers and humans today. If we can devise lessons for the teacher
training stage based on these students’ perceptions, the use of folktales in science and integrated learning will be
realistic and attractive to students.
Keywords: science education, folktales, coexistence between nature and humans

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Core-to-Core Programme Second Joint Seminar

Bridging Ideas Between Asia and Europe for Promoting
Education for Sustainable Development in Higher Education
Seminar Book
Co-organized by Okayama University, Japan and University of Ljubljana, Slovenia andSupported by Japan Society for the Promotion of Science (JSPS), Japan andSlovenian Research Agency (SRA), Slovenia

13-17 March 2023
Okayama University ESD Promotion Centre
3-1-1 Tsushimanaka, Kita-ku, Okayama 700-8530, Japan

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