2021 年 31 巻 1 号 p. 1_23-32
Conclusions were drawn by analyzing the possibility of citizenship education from the standpoint of intrinsic motivation and competency based on the design and implementation of the Fukui Prefecture education program, ‘Climate Change Mystery.’
1) Three elements of intrinsic motivation, ‘competence,’ ‘autonomy’ and ‘relatedness,’ were used when evaluating the target group (302 students) and after the program. The scores of all three elements were higher than before participating in the program. However, particularly noteworthy was that increases in competence and autonomy were greater than relatedness. Furthermore, the lower the score was before the program, the greater the demonstratable change was evident for all three elements afterwards.
2) All 10 elements of competencies showed marked improvement; especially, the ‘strategic,’ ‘anticipatory’ and ‘normative’ elements showed demonstratable development. Those elements were related to the intrinsic motivation elements of competence and autonomy.
3) Several opinions in the student feedback forms demonstrated that these results are typically characteristic of the Fukui Prefecture model. This is evidence that confirms the significance of Japan’s first regional version of the Climate Change Mystery.