The curriculum of Tokyo Gakugei University has adopted a required course called “Making a Museum for Plants and People,” a project-based learning. This course consists of two core lectures and two applied courses for sophomores, and a comprehensive seminar (including four workshops) for juniors. The educational methodology here derives from the one proposed by J. Dewey and W.H. Kilpatrick. From our present perspective, this method resembles a project-based learning from Minnesota New Country School, the United States, and a problem-based learning from McMaster University, Canada.
  We surveyed the students four times about the educational effects of the project-based learning. They developed new interests and acquired new knowledge of local environmental issues. They even had opportunities to participate in local activities and to learn new skills, but the curriculum did not change fully the students' manners and values toward environmental education. The most of the students did select the same workshop within their major in groups, but failed to choose as a new subject to study. The students declared that they did not always analyze the given data in a logical manner, which means, the curriculum may have failed to form their comprehensive understanding, integrating fully their knowledge from the workshops, the field trips, and the lectures. Consequently, we learned several pointers for the future improvement of the methodology in Environmental Learning Framework.
  The students contributed so much for this project “A Museum for Plants and People” at Kosuge Village in Yamanashi Prefecture through their effective exhibition designed to promote the understanding of the relationship between plants and humans. The residents expressed their gratitude to the students.

View full abstract