PEB が推薦される

皆の行ったPEB や

つぶやきが表示される

安全文化醸成にむけたデータベースへの愛着醸成促進のための

システム (2008)

原子力発電所におけるヒヤリハット活動のための

ヒヤリハット共有システム (2009)

環境にやさしい行動 (PEB) を促すためのPEB 足跡コミュニケーションシステム (2010)

教育用ディベートシステムを用いた批判的思考態度醸成のための学習プログラムの提案 (2009)

共生社会に向けたコミュニケーションシステムの提案

愛着の醸成を促進する手法の提案

安全文化醸成にむけたデータベースへの愛着醸成促進システムの提案と評価エネルギー情報学分野研究室　青柳西蔵

背景と目的

心理的欲求の充足

心理的コストの上

昇

評価実験

データベースの利用が継続

論文データ入力

・タイトル・アブストラクト

・新規性・有用性　等

統制群

２０名

・被験者は学生 40 名・一か月に計 8 本の論文を読む・論文データベース作成の課題

データ入力のたびに愛着を測るアンケートに回答

５名のグループ× ４

結果の比較

提案手法を適用した愛着群

・原子力発電所の安全のため　には、安全文化が必要である。・安全文化の醸成のためにはデータベースを

利用した、事故や失敗の情報からの学習が必要。・しかしデータベースの利用が継続しない問題がある。・この問題の解決のために、データベース利用者の　　動機づけを強化する手法を提案する。・原子力発電所の調査から、

データベースへの「愛着」によって利用が継続できると仮定。

愛着の醸成

論文データ入力

・タイトル・アブストラクト

・新規性・有用性　等

独自の要約・感想４００字以上

「独自につくった情報を

追加する」

「互いに入力したデータを褒めるコメントをする」

「互いに入力したデータを褒めるコメントをする」

愛着を訊いたアンケート結果コメント平均６３文字

コメント平均

２６文字

相互にするコメントの

質

コメントの相場

論文への興味

結論

心理的欲求の充足

心理的コストの上

昇

データベースの利用が継続

愛着の醸成

・「コメントの質」に「コメントの相場」によって決まっていた。

① コメント文字数が多いグループ　　は愛着が増加傾向

結果

・「興味」 「コメントの質」という要因の存在が分かった。

④ 事後インタビューで、論文に興味のなかったものは愛着が減少していた。

考察

「独自につくった情報を

追加する」

② コメント文字数はコメントの質に正の相関③ コメントの質がグループ内で均一になる現象→コメントの相場

原子力発電所におけるヒヤリハット活動のためのヒヤリハット共有システム　　　　　　

青柳　西蔵背景

目的

提案

結論

実践

ヒヤリハット事例に関して議論を行う

• 原子力発電所　　　　　安全文化醸成が必要

事例を閲覧して議論

ヒヤリハットデータベース電子掲示板

収集 ヒヤリハットとは

被害がなかった事故未満の事例 CMC( コンピュータを介したコミュニケーション ) による議論が有効

机の前から参加できる ある電力会社にあるシステム

議論が持続していない 既存の CMC 議論促進の研究

原子力発電所での現場研究はされていない

原子力発電所の CMC の議論促進手法の提案 対象とする活動（＝ヒヤリハット活動）

5 ～ 6名の参加者グループ 主体的な参加を促進

電子掲示板で議論

他者の参加状況提示簡略な共通要因分析•有意義な活動にするため •インタラクションパターン形

成のため•参加を誘うような情報提示

応答義務を負わせる

強制参加は持続しない (Gange and Deci 2005)積極的参加者ヒヤリハット共有システム

•CMC のための Web システム •活動を活発にするように依頼•他参加者は知らない

・有効性確認のため　　　・ 6 グループ　　・ 30 名の現場監督と 6 名の積極的参加者・実践前後のアンケート　 ・約 1ヶ月間

一部手法の有効性が確認され、改善点が抽出された

他者の参加状況提示簡略な共通要因分析

労力が大きいという4件のコメント

グループ 2 で「ありがとう」の連鎖

応答義務を負わせる活発なグループで

約 100 回の利用あり

結果

手法のポイント

改善必要 有効であった 新たな行動指針として採用

有効な方法

ヒヤリハット事例の登録方針

AN EDUCATIONAL PROGRAM USING A DEBATE SUPPORT SYSTEM

FOR CULTIVATING CRITICAL THINKING DISPOSITION

Saizo Aoyagi*1, Yuto Itami*2, Hirotake Ishii*1, Hiroshi Shimoda*1, Hiroshi

Tomie*3, Kinya Kitagawa*4, and Satoshi Kawahara*4

*1 Graduate School of Energy Science, Kyoto University*2 Present, Texas Instruments Japan Limited*3 Shiga Prefectural Board of Education*4 Zeze High School

5March 3, 2010

Introduction• Critical thinking

– One of the most important educational goals in high school education.

– “Reasonable, reflective thinking that is focused on deciding what to believe or do” (Eniss 1987)

• Disposition of critical thinking– Necessary for spontaneous critical thinking

• Debate learning– Effective program for cultivating critical thinking ability– Problem

1) Debate learning needs much time for all the students to participate

2) Some Japanese students have difficulty in criticizing other side’s position in the front of other side students

6March 3, 2010

Purpose• Proposal of an educational program using an

internet-based debate support system for cultivating critical thinking disposition– In order to solve existing problems of debate learning

1) Debate learning needs much time for all the students to participate

2) Some Japanese students have difficulty in criticizing other side’s position in the front of other side students

• Application of the proposed program to the actual high school education– Evaluate cultivation of critical thinking disposition

7March 3, 2010

Proposal of a program• Direct experience of critical thinking will

cultivate strong critical thinking disposition(RUGGIERO 1988, FAZIO and ZANNA1987)

• First, knowledge and skill have to be learned.

8

(1) Reading textbook (four hours)

(2) Critical thinking exercise (one hours)

(3) Research and presentation (four hours)

(4) Debate learning (four hours)

to obtain basic knowledge

to get technique of critical thinking

Individual training

pre-training of argument and assertion in debate learning

to cultivate critical thinking disposition

group training

Use the debate support system!

March 3, 2010

Debate support system• Japanese, English, and Chinese language are supported

9March 3, 2010

Debate support systemFunction and characteristic • Many groups of students can participate at the same time

• 2 pros and 2 cons (or 3 pros and 3 cons) in one group

10March 3, 2010

• Discussion based on Toulmin model• Non-face-to-face, anonymous and text-based debate learning

– to remove difficulty in criticizing other side’s position in the front of other side students

Debate support systemFunction and characteristic

11March 3, 2010

2nd counter argumentRebuttalCounter argument1st argument

Debate support systemFunction and characteristic •Four steps formal description of discussion

•One-to-one discussion–Every participants are required to think by themselves

March 3, 2010 12

The pros side The cons side

1st argument Counter argument Rebuttal 2nd counter argument

The pros side

The cons side

Application in high school education• The first semester of 2008 • Participant

– 438 Japanese high school students of 11 classes(3rd grade,17-18 years old)

• Evaluation of the proposed program– Critical thinking disposition questionnaire (D’ANGELO 1971,

MIYAMOTO et al.1996, HIROOKA et al. 2000)

• Three factors of critical thinking disposition

13

Objectivity

Inquiring mind

Good-faith

objective and logical thinking“Following a line of reasoning consistently to a particular conclusion”

faithful attitude and respect for others thought“The acceptance of statements as being true, when there is sufficient evidence, even though it negates some of our cherished beliefs.

inquiring and pursuing thinking“To persist in seeking ways of resolving disputes”.

March 3, 2010

Procedure and questionnaire timing

14

•Introduction2: Pre- debate questionnaire

•Inputting pre- opinion

Debate learning1(1 hour)

•Counter argument, Rebuttal, and 2nd counter argument

3: Post-debate questionnaire

Debate learning 3(2 hours)

•Inputting1st argumentDebate learning 2(1 hour)

Critical thinking disposition questionnaire

(1)Reading textbook (4 hours)

(2) Critical reading exercise

(1 hour)

(3) Research and presentation

(4 hours)

1:Pre- presentation questionnaire

(4) Debate learning (4 hours)

March 3, 2010

Total13 hours

Themes of debate learning1. Japan has to introduce a deposit system of beverage

countainers.2. Japanese goverment has to introduce an environment

tax．3. Japan has to introduce daylight saving time．4. Japanese goverment has to prohibit installation of

automatic vending machine, and remove existing automatic vending machine.

5. Use of plastic bottles has to be prohibited in Japan.6. Japan has to promote introduce of cars which use gasoline

bleded with bioethanol.7. Japan has to prohibit convenience stores from staying

open until late at night.8. Collection and recycling of plastic bottles have to be

stopped in Japan.March 3, 2010 15

A picture of class room

16March 3, 2010

Result 287 valid responses

Some student were absent from some hours

ANOVA and scheffe's pair comparison Objectivity and good-faith

Significantly improved Inquiring mind

Relatively not improved

17

**

****

*:p<0.05,**:p<0.01

**

***

**

8

16

24

32

40

48

56

7

14

21

28

35

42

49

11

22

33

44

55

66

77

Predebate

Prepresentation

Postdebate

Predebate

Prepresentation

Postdebate

Predebate

Prepresentation

Postdebate

Objectivity Inquiring mindGood-faith

March 3, 2010

Discussion

18

Objectivity

Inquiring mind

Good-faith

Debating needs logical persuasion and faithfully listening to others proposition and these characteristics may cultivate objectivity and good-faith.

Debating with a given theme and a given position doesn’t essentially stimulate students’ creativity and curiosity which are related to inquiring mind

Significantly improved

Relatively not improved

March 3, 2010

Conclusion• Summary

– An educational program using the debate support system for cultivating critical thinking disposition has been proposed

• Solve problems of debate learning1) Debate learning needs much time for all the students to participate 2) Some Japanese students have difficulty in criticizing other side’s position in the front of

other side students

– The proposed program was applied into Japanese high school and evaluated

• Conclusion– The effectiveness of the proposed program to cultivate critical

thinking disposition was confirmed especially for the factors of objectivity and good-faith.

• In the future– A new educational program which can improve the critical thinking

disposition, not only objectivity and good-faith but also inquiring mind.

19March 3, 2010

Our purpose, promotion of PEB is split into start of PEB and continence of PEB. The proposed method includes two components which correspond to start and

continuance of PEB.

5

2915

8

4

6

10

716

21 11

0%10%20%30%40%50%60%70%80%90%

100%

Pre questionnaire

Post questionnaire

no answer

had no occaisions

Not do at all

Less likely do

Sometimes do

Often do

Always do

Proposal of a Method for Promotion of Pro Environmental Behavior with Loose Social Network

Saizo Aoyagi1, Tomoaki Okamura1, Hirotake Ishii1 and Hiroshi Shimoda1

Graduate School of Energy Science, Kyoto University, Yoshida Honmachi, Sakyo-ku, Kyoto, Japan 606-8501

AbstractAbstract

The method for Promotion of PEB in homeThe method for Promotion of PEB in homeExperimental methodExperimental method

Results and discussionResults and discussionComparison of frequencies of 53 PEBs

between pre questionnaire and post questionnaire

PurposeTo confirm that the proposed method promote PEBMethodPeriod: A week(2/Aug/2010-10/Aug)Participant; a Japanese womanThe system of the proposed method was set in her home10 confederate participants were played by one of the authors.53 daily PEBs were presented to the participant.Pre questionnaire and post questionnaire were conducted to reveal frequency of participants’ PEB.Participant’s PEB foot prints were recorded.

Bluetooth stations

Wi-Fi station

System configuration Portable devise(iPhone)

ReferenceReference

Users take along iPhone in his/her home. a dedicated client software is installed into the

iPhone.

Outline of loose social network of PEB footprints communication

We confirmed that the proposed method promote PEB through the experiment. Other experiments with several participants and long periods are planned now.

The experiment had only one participant. The period of the experiment was too short to confirm continuance

(1)Yi Bing Tan, 「 Persuasive Technology in Motivating Household Energy Conservation 」 ,『 Business Aspects of the Internet of Things, Seminar of advanced topics, FS 2009』 , ETH Zurich, pp52-58, 2009

(2)http://twitter.com/

IntroductionIntroductionTo solve energy problemsGlobal warming has grown into a serious problem. CO2 emissions have to be decreased. CO2 emission in residential sector is relatively at high level in Japan.

Promotion of Pro Environmental Behavior(PEB) in households is necessary.

For example, turn off PCs at lunch time, decrease the temperature of air conditioner…. Environmental attitude has been regarded as a key factor for promotion of PEB. However, recent studies revealed that environmental attitude can not promote PEB.

New approaches are needed.

Proposal of a new method for promotion of PEB in home Purpose of this study

Outline of presentation of appropriate PEB

Promotion of PEBUsing portable devise

Start of PEB

Awaking available PEB

Presentation ofappropriate PEB depending on

place and time

continuance of PEB

Band wagon effect Loose social network

of PEB footprint communication

Components of the method

User

Bluetooth stations are set in the place where user can do PEB.

They have own area represented by blue circles.

Wi-Fi station is set in user’s home for connecting iPhone and web server with Wi-Fi network.

A dedicated server software with database is operated in web serer. Database have a list of PEB and its appropriate place and time, place information of Bluetooth

stations, and log of user’s behavior.

Web server

Toilet

Sink

refrigerator

User’s home(example)

1. A User comes close and enter into an area of a Bluetooth station in daily life.

2. When iPhone recognizes entering, asks web server about what PEB is available in this place and this time.

3. Web server returns a PEB to iPhone, and iPhone present a PEB to the user.

1

2

3

0

20

40

60

80

100

3 4 5 6 7 8 9 10 11 12

The number of PEB footprints in the experimental period

date

The number of PEB footprints

Frequencies of participant’s PEB increased through the experiment.

In particular, PEBs of “always do” greatly. increased and PEBs of “not do at all” decreased greatly.

Before August 7th, participant misunderstood how to use PEB footprint.

She leaved footprints without doing PEB.

We therefore improved sentences to avoid misunderstanding in 7th.

8/ About 10 footprints are recorded in a day after 7th.

To start people’s PEB If people awake to available PEB in appropriate timing, they will do PEB. Presentation of appropriate PEB depending on place and time

To continue people’s PEB If a person know the fact other people continue PEB through communication, he/she will want to continue

PEB(1) (Band wagon effect).

Recent people like loose communication prefer twitter(2) to “tight” or “deep” communication.Loose social network of PEB footprint communication

The method was implemented as a system using iPhone.

1. Many users concurrently use the system(for example, 1000 users)2. When a user do PEB, he/she can tell the fact he/she do PEB to other users who use the system with just a single touch a

button.This is PEB footprints communication. PEB footprint means a history of one’s PEB. Users can add some comments to a PEB footprint. 3. PEB footprints are shown to other users as timeline like twitter. PEB footprints are just

declarations of PEB to all users , and there are no obligations to reply or “deep” communication.

Leavea PEB footprint

ConclusionConclusion