エネルギー変換の学習おける持続可能な開発への関心を高める先行体験学習の提案　―圧電素子を利用した教材「LED Saving Box」の開発―

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(1)Title. エネルギー変換の学習おける持続可能な開発への関心を高める先行体験学習の提案 ―圧電素子を利用した教材「LED Saving Box」の開発―. Author(s). 藤川, 聡; 小泉, 匡弘; 水上, 丈実; 原田, 信一. Citation. 北海道教育大学紀要. 自然科学編, 66(2): 13-20. Issue Date. 2016-02. URL. http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/7895. Rights. Hokkaido University of Education.

(2) 北海道教育大学紀要（自然科学編）第66巻第２号 Journal of Hokkaido University of Education（Natural Sciences）Vol. 66, No.2. 平成 28 年２月 February, 2016. Proposal of Prior Experiential Learning for Enhancing Students’ Interest in Sustainable Development in Energy Conversion Technology ― Development of Teaching Material “LED Saving Box” Using Piezoelectric Element ―. FUJIKAWA Satoshi, KOIZUMI Tadahiro*, MIZUKAMI Takemi and HARADA Shinichi** Graduate School of Education, Hokkaido University of Education *. Department of Technology Education, Hokkaido University of Education **. Kyoto University of Education. エネルギー変換の学習おける持続可能な開発への関心を高める先行体験学習の提案 ― 圧電素子を利用した教材「LED Saving Box」の開発 ―. 藤川聡・小泉匡弘*・水上丈実・原田信一** 北海道教育大学大学院 *. 北海道教育大学教育学部旭川校技術教育教室 **. 京都教育大学. ABSTRACT This paper proposes a production teaching material, the LED Saving Box, as “prior experiential learning” to be carried out prior to learning about “technology related to energy conversion” in junior high school. The LED Saving Box does not require a battery or electrical outlet; piezoelectric elements are used to power the LED. It is designed for students to learn about the technology of energy conservation and energy conversion considering environmental issues. In this study, the requirements for production materials to be used in prior experiential learning were defined in the following three points: 1）Able to be produced easily in the shortest period of time possible; 2）students can directly feel the workings and effectiveness of the materials; 3）the intended use of the product and the need for the material are clear. In this study, the authors also showed a teaching plan using this production material. The author consider that this paper could propose an effective teaching material as “prior experiential learning” to increase students’interest in “energy considering the environment” and to enhance their motivation to learn about “technology related to energy conversion” for sustainable development.. 13.

(3) FUJIKAWA Satoshi, KOIZUMI Tadahiro, MIZUKAMI Takemi and HARADA Shinichi. particularly content related to technology of. １．Introduction. energy conversion.4）. In recent years, humans are enjoying rich,. Fujikawa et al.（2011）reported that many. convenient lives thanks to advances in. students imagine learning about “technology. technology. However, the resulting consumption. related to energy conversion” and learning related. of large amounts of energy has resulted in. to “electricity” in particular to be “difficult”.5）. serious environmental destruction such as the. Kono et al.（2010）expresses the view that the. depletion of fossil fuels, air pollution, etc. There. many students who imagine learning about. are positive and negative sides to advances in. electricity to be difficult is a consequence of. technology.. past problems in the teaching of “technology. A resolution was passed in the 2002 Summit. related to energy conversion”.6） With respect to. t o p r o m o t e “E d u c a t i o n f o r S u s t a i n a b l e. these problems, Ando（2008）has said “it is. Development(ESD)” worldwide in the ten years. necessary to establish basic and fundamental. from 2005 to 2014, and ESD has spread in Japan,. knowledge and skills and allow students to feel. primarily in UNESCO Associated Schools, in. the joy of understanding in order to enhance. response to this resolution.1） In response to this. their learning motivation”.7）. course of events, educational content in line. In this study, we developed an “LED Saving Box”. with the ESD concept was incorporated into. as a production material to increase junior high. each subject in the Japanese curriculum. school students’ interest in “energy considering the. 2）. guidelines promulgated in 2008.. environment” and to enhance their motivation. In Paticular, the purpose of junior high school. to learn abouts “technology related to energy. technology education has been described as. conversion”. The “LED Saving Box” adopt a. having the purpose “to deepen understanding of. simple structure that can be produced as easily. the relationship between technology and both. as possible with the idea of increasing the interest. society and the environment, while also. and motivation of students from the joy of. fostering the ability and attitude to evaluate and. understanding. In addition, the “LED Saving. 3）. and the ESD. Box” does not require a battery or electrical. philosophy is strongly required. Learning. outlet; piezoelectric elements are used to power. through specific hands-on activities such as. the LED. It has been designed for students to. making things, etc., is also required in junior. learn about the technology of energy conservation. high school technology education.. and energy conversion considering environmental. In junior high school technology education, there. issues. This paper proposes the “LED Saving. is a learning content called “Technology related to. Box” production material as “prior experiential. energy conversion”. As energy is closely related to. learning”†Note）to be carried out prior to learning. the environment, this learning content occupies. . an important place in promoting ESD. In spite of. †Note: In this paper, “prior experiential learning” is. utilize technology properly”,. this, NIER（2007）reported that more and more junior high school students “hate science” or are. defined as “a learning strategy involving learning related to the contents of the learning unit incorporating experiential activities that are carried out prior to the. “becoming separated from science” and have. learning unit in order to promote more effective. decreased motivation to learn about technology,. subsequent learning”.. 14.

(4) Proposal of Prior Experiential Learning for Enhancing Students’Interest in Sustainable Development in Energy Conversion Technology. about “technology related to energy conversion”.. it does not include any ESD elements. Yamamoto et al.（2009）developed a wave power generator. ２．Previous Research in Teaching Materials in Technology Education. utilizing piezoelectric elements.17）This device is a teaching material to promote understanding of the mechanism of power generation using. Piezoelectric elements are used to power the. renewable energy and it includes ESD elements. “LED Saving Box”. Piezoelectric elements, used. which are the aim of this study. However, this is. in a variety of products such as vibration. a teaching material from which students learn. sensors or microphone, etc., are elements that. through observation; and the approach of that. 8）. generate voltage when deformed.. This section. study differs from this study which is focused. of the paper provides an overview of the spread. on producing materials.. of teaching materials using piezoelectric elements. As mentioned above, the authors examined. and summarizes the previous research.. major teaching material manufacturers in Japan. Many teachers in Japanese junior high schools. and could not find any teaching materials and. use teaching and production materials. production materials utilizing piezoelectric. commercially available from teaching material. elements. In addition, the authors were unable to. manufacturers for energy conversion learning.. 9）. confirm the existence of any past studies related. However, the authors examined the catalogs of. to production materials utilizing piezoelectric. five major teaching material manufacturers in. elements for junior high school students in the. Japan and could not find any teaching materials. scope of their investigation.. and production materials utilizing piezoelectric elements.10）-14） Next, let’ s review the past research on teaching. ３．Conditions as Production Material. materials utilizing piezoelectric elements. Iwai. ３-１ A. From the perspective of ESD. et al.（2012）produced a model for structural. The effective utilization of renewable energy is. mechanics education utilizing piezoelectric. an important point when developing production. 15）. However, this model was. materials with an awareness of ESD. Therefore,. developed for the education of university. it is desirable to use familiar renewable energy. students and is extremely difficult for junior. such as sunlight, hydroelectric or wind power as. high school students. Many studies of teaching. a power supply rather than “batteries” or. materials utilizing piezoelectric elements are. “electrical outlets”. This study focused on. focused on university education and the. piezoelectric elements with other applications. majority of these studies deal with advanced. that have great potential as next generation. content.. energy sources. Piezoelectric elements are also. Tsuruta et al.（2010）developed an experimental. small and can easily be handled as components. device utilizing piezoelectric elements intended. of production materials in school education.. for junior high school students to convert sound. LEDs are considered an appropriate light source. elements and LEDs.. 16）. However, this. if ESD is being emphasized. LEDs produce far. device was intended as a teaching material to. less heat and ultraviolet rays compared to. promote the understanding of sound vibration;. incandescent lamps or fluorescent lamps. They. vibrations into electricity.. 15.

(5) FUJIKAWA Satoshi, KOIZUMI Tadahiro, MIZUKAMI Takemi and HARADA Shinichi. are also compatible with piezoelectric elements. if they are suddenly made to produce a highly-. as they only require a small amount of electricity.. difficult product. The production material needs. Accordingly, the authors adopted piezoelectric. to be able to be produced easily in order to. elements for the power source and LEDs as the. bring out students’interest and motivation from. light source. We think that having students. the joy of understanding.. create a familiar product like a saving box by. Condition #2 is “students can directly feel the. hand will enhance their interest in the effective. workings and effectiveness of the materials”.. use of renewable energy.. Able to “directly feel” means the effect is instantly visible or can be instantly felt. “Hitting. ３-２ B . F r o m t h e p e r s p e c t i v e o f p r i o r experimental learning. the piezoelectric elements makes the LED shine” is illustrative of a “direct feeling”. In contrast, let’ s. This study aims to increase students’interest. assume there is a teaching material which. in “energy considering the environment” and. involves continuing to expose piezoelectric. motivation to learn about “technology related to. elements to impact over the long-term, using. energy conversion” through prior experiential. this to charge a lithium battery, and listening to. learning. The LED Saving Box is only an. a radio powered by this charged lithium battery.. introduction to learning and is of a smaller scale. Such a teaching material is effective at. than the production materials to be manufactured. explaining the effective use of energy, but it. later as a final project, so it is necessary to focus. does not provide direct feeling. It is hard for. on the key points. So, the conditions for production. students to understand whether the music they. materials to be used in prior experiential. are listening to on the radio is a result of the. learning are defined in the following three. piezoelectric elements, the lithium battery, or. points in Tab. 1.. the radio receiver. It is important that students can instantly see or feel the workings and effect. Tab. 1 Conditions for production materials to be used in prior experiential learning 1) Able to be produced easily in the shortest period of time possible 2) Students can directly feel the workings and effectiveness of the material 3) The intended use of the product and the need for the material are clear. of a material in order to promote understanding of the workings of the material and foster interest in the material. Condition #3 is “the intended use of the product and the need for the material are clear”. In this condition, the materials refer to the electronic components such as the piezoelectric elements and LEDs, etc. For example, even a. Condition #1 is “able to be produced easily in. product that “shines if you hit it” is basically. the shortest period of time possible”. Essential. worthless if you can’ t explain the purpose of the. learning will be neglected if it takes a long time. product. Even if students are asked to create. to produce the production material - this would. such a product, they will only gain experience. be like putting the cart before the horse. As this. in ignoring the intended use of the product and. is only prior learning, the production material. the need for the material. Students regard. needs to be able to be produced in a short. teaching materials they encounter for the first. period of time. Students’motivation may decline. time as a “good example”. Products that make. 16.

(6) Proposal of Prior Experiential Learning for Enhancing Students’Interest in Sustainable Development in Energy Conversion Technology. clear “what the materials are used for” and “how. related to energy conservation and the conversion. the materials, are involved in the intended use. of energy considering the environment.. of the product” are great hints for students. Container parts are shown in Fig. 1. Nine mm. when it comes to designing their own products. thick plywood is used as the LED Saving Box. and are considered as having a beneficial. container material, with 3.5mm thick plywood. advance organizer effect.. used for the lid（top）. The photo of a finished product is shown in Fig. 2. The circuit and electric parts are shown in Fig. 3 and 4.. ４．Overview of the“LED Saving Box”. Internal images is shown in Fig. 5. As shown. The “LED Saving Box” is a saving box with. in Fig. 5, two PE placed in the interior of the. LEDs that light up when coins are inserted. The. box, and the impact of the coin colliding with. LEDs are powered by “piezoelectric elements”. the PE lights up the LEDs. While the electric. （hereinafter, PE）and the box does not require. circuit is quantitatively unstable, it is composed. batteries or an electrical outlet. It provides a. of a minimum number of parts, prioritizing. chance for students to learn about technology. condition #1 of Tab. 1. t=9. t=9. t=3.5. (back). (front). (top). 100 5. 100 t=9. 60. 100 t=9. t=9. (A). 100. (side). 42. (side). 42. (bottom). 82. (hinge). 42. Fig. 1 Container parts. 17.

(7) FUJIKAWA Satoshi, KOIZUMI Tadahiro, MIZUKAMI Takemi and HARADA Shinichi. Coin. PE1. A (in fig.1). PE2. Fig. 2 Exterior Image Fig. 5 Internal Image. PE1. LED1. PE2. LED. Fig. 3 Circuit PE. LED. Fig. 6 State of lighting LEDs. a result of PE1）when coins are inserted.When 2.9-3.6v PT08-Z1854. 20mA-30mA. Fig. 4 Electric Parts. even more coins are accumulated, they will also cover PE1, meaning that neither of the LEDs will light up when more coins are inserted. Students can then determine from disabling the. Now we will explain about the operation. The. two LEDs what can be considered as the. inserted coin will collide with PE1 followed by. “savings goal”. We believe this operation clearly. PE2, meaning that inserting a single coin will. satisfies condition #3 of Tab. 1.. light up two separate LEDs. The state of lighting LEDs is shown in Fig. 6. We believe this operation clearly satisfies condition #2 of. ５．Proposal of the Teaching Plan. Tab.1. So, why are two LEDs required for this. We propose the teaching plan using LED. product? The reaction（lighting of the LEDs）. Saving Box, and have shown it in Tab. 2.. when coins are inserted makes saving money. An explanation of the LED Saving Box,. enjoyable.. specifically an explanation of the roles and. When coins are accumulated, they will cover. simple mechanisms of LEDs and piezoelectric. PE2, so only LED1 will continue to light up（as. elements, will be given during the first period.. 18.

(8) Proposal of Prior Experiential Learning for Enhancing Students’Interest in Sustainable Development in Energy Conversion Technology. The teacher will then display the LED Saving. with insulating tape. They will then mount the. Box circuit diagram and confirm the flow of. completed circuit in the container using. electricity with the students. Students learn. transparent tape. After mounting the circuit,. about series and parallel circuits using a. have students insert coins to make sure the. miniature bulb and battery in elementary. LEDs actually light up. The LED saving box. school, and then learn more about electrical. can then be completed by making a few. circuits in junior high school science classes.. adjustments to ensure the piezoelectric elements. Therefore, we believe they should be able to. are in the optimal positions.. understand the circuit in Fig. 4 without any problem.. ６．Conclusion Tab. 2 Teaching Plan. Period. Teaching content. Period #1 (50 min). LED Saving Box explanation ・“What are LEDs?” ・“What are piezoelectric elements?” ・LED Saving Box circuit (fig. 3). Period #2 (50 min). Production of the container (wood processing) ・Marking ・Cutting ・Parts processing ・Joining. Period #3 (50 min). Production of an electrical circuit ・Soldering ・Insulating tape Production of the product ・Mount the electrical circuit in the container ・Check the operation and make adjustments. This paper showed the production teaching material, an LED Saving Box using piezoelectric elements, as “prior experiential learning” to be carried out prior to learning about “technology related to energy conversion” in junior high school. This paper also showed a teaching plan using this production material. The author considers that this paper could propose an effective teaching material as “prior experiential learning” to increase students’interest in “energy considering the environment” and to enhance their motivation to learn about “technology related to energy conversion” for Sustainable Development. In the second period, students will create the. However, this study does not have enough. container to house the circuit using plywood.. evidence to show the educational effectiveness. Saws will be required to cut the plywood.. of the LED Saving Box. We have to implement. Students can be allowed to use a belt sander to. practical education utilizing the LED Saving Box. process the parts and adhesive to join the parts. to validate the educational effectiveness through. in order to save time. Another alternative to. student reports and behavioral observations, etc.. further reduce time is to have students bring. Other methods to make the LED Saving Box. their own plastic containers for food and use. a highly-difficult production material are also. these containers as the saving box container.. conceivable. For example, the teacher may ask. In the third period, students will create the. students to make the LED Saving Box without. electrical circuit and mount the completed. first explaining how to use the materials or. circuit in the container. Students will solder. presenting the circuit diagram. To further. each of the parts and the lead wires exactly as. increase difficulty, students could be asked to. shown in the circuit diagram. After soldering,. “devise a product that will help the world” using. students will cover the exposed metal parts. two LEDs and two piezoelectric elements. In. 19.

(9) FUJIKAWA Satoshi, KOIZUMI Tadahiro, MIZUKAMI Takemi and HARADA Shinichi. the future we would like to examine a variety of. Piezoelectric Elements: Feasibility Study by Using. methods of utilizing the LED Saving Box and. Pipe Model, Journal of the Japan Society of Mechanical. consider how production materials should extend the abilities of students.. Engineers, C, 68 （674） , pp.3029-3036 9）Fujikawa, S. & Ando, S.（2012）. The Development and Verification of the Subject for Manufacturing with the aim of Cultivating a Student’ s Ability to Devise. Acknowledgement. and Create New Concepts in Energy Conversion, Journal of the Japan Society Technology Education, 53⑵, pp.135-141. The authors would like to thank Dr. Shigeki. 10）Yamazaki Catalog 2014, Yamazaki Sangyo Co., Ltd. Ando of Kyoto University of Education for his. 11）ISUPET Hobby Catalog 2014, ISUPET CO, Ltd.. matchless technical competence and his unfailing. 12）Nagatac Catalog 2014, NagataSangyo Co., Ltd. loving assistance. In addition, the authors wish to thank Professor Hirotaka Doho of Kochi University for his great instruction in educational technology. This work was supported by JSPS KAKENHI（26381168）. 13）Technology: Catalogue of the teaching materials 2014, Co., Ltd 14） King Ace 2010 Catalog: General Catalog of Technology Education, King Ace Co., Ltd 15）Iwai, T., Tamura, Y. & Tamano, K.（2012） . Production of the Structural Mechanics Models for Education Using Piezoelectric Elements and Light Emitting Diodes, Bulletin of Hiroshima University, Education,. Reference １）Nakazawa, S.（2014）.Sense of values and the ability that we want to bring up in Education for Sustainable Development, Bulletin of Center for Educational Research and Development, , pp.65-73 ２）Japanese National Commission for UNESCO. “ESD related description in course of study”, Retrieved 30 July form http://www.mext.go.jp/unesco/004/1339973. htm ３）MEXT（2008）. Course of Study for Junior High Schools, Higashiyama Shobo Co., Ltd., pp.85 ４）NIER （2007）. Findings of the Investigation “Technology & Home economics” Concerning Specific. ⑿, pp.5-11 16）Turuta, K., Koike, M. & Takatsuto, S.（2010） . A Science Class Designed by Students to Understand Sound Energy in Lower Secondary School, Journal of Research in Science Education, 50⑶, pp.135-143 17）Yamamoto, T. & Hoshino, T.（2009）. Development and Lessons Practice of the Wave Power Generator Using Piezoelectric Device. Bulletin of Workshop（in Kanazawa）No.09-90, Japan Society of Mechanical Engineers, pp.9-10 Add: This work was presented at the international conference, 1st ACEIAT and 3rd JTSTE 2014 in Chiang Mai, Thailand.. Subject（p.48）,NIER: Curriculum Research Center.. （藤川聡旭川校准教授） . ５）Fujikawa, S. & Shigeki, A.（2011）.Development and. （小泉匡弘旭川校特任講師）. Practice of a Subject, “Interior Lamp of Blue LED”, to. （水上丈実旭川校教授） . Cultivate Interest in, and Positive Attitudes toward the Study of Energy Conversion, Journal of the Japan Society Technology Education, 53⑵, 107-114 ６） Kawano, Y. & Masamune, K. （2010）. Study on Principles of “Monodukuri” based on Systematicness, Bulletin of Education Center of Hiroshima Prefecture, , p.49 ７） Ando, S. & Takeno, H.（2008） . New Collection of Cases in the Subject of Technology & Home Economics, KAIRUDO Pub, Co., Ltd., p.7 ８）Takigami, T., Tomioka, T. & Suzuki, Y. Passive Vibration Suppression of Railway Carbody with. 20. （原田信一京都教育大学教授）.

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