A study was conducted to examine the behavior of schoolchildren using a video camera with the aim of using the information to improve forest field educational programs. We provided the children with head-mounted video cameras, and asked them to stroll along a path in a natural forest for about 50 minutes. The children's behavior was analyzed on the basis of both the video information and reports made by the children after the activity. From the results of the investigation, we comfirmed that video information about schoolchildren's behavior was useful for improvement of field educational programs. Specific findings were as follows: (1) For forest field educational activity, it is necessary to devise a program that allows children to touch many natural materials. (2) The important role of the teacher as a facilitator during the activity hour was emphasized. (3) It is necessary to ensure that sufficient time is allowed for exploration activity. (4) It is desirable for children to carry out activities on a group basis. (5) The content of the field activity experienced by children should be grasped using multiple means, including not only video information but also reports made by the children after the activity.

View full abstract

The purpose of this study was to design an Evaluation Scale of Nature-experience Programs for elementary and lowersecondary school children, and to evaluate the programs easily and continuously.
The survey was conducted by using a questionnaire for 253 boys and 188 girls, ranging from fourth to ninth graders who participated in 15 nature-experience programs (3-nights-and-4-days camps to 17-nights-and-18-days camps). As the result of Maximum-Likelihood factor analysis, five factors were extracted: Self-judgment (Factor I), Sensibility tonature (Factor II), Leadership (Factor Ill), Skills of interpersonal relationship (Factor IV), Self-advancement (Factor V).
Reliability was confirmed with the use of Cronbach's coefficient a and test-retest method. Validity was examined using two scales. One is the Self-advancement scale by Kajita (1988). The other is the Self-determination and Competence in College students devised by Sakurai (1993) which was modified to apply for elementary and lowersecondary school children.

View full abstract

The purpose of this study was to examine the change of self-esteem and loneliness in college students who participated in class sessions on campus held from April to July and a 6 day camp session in September. Those sessions were held in 1996 and 1997. Subjects were 55 males and 24 females in the camping group, 94 males and 30 females in the control group.
The self-esteem was measured with Self-Awareness Scale by Kajita (1980). The camping group was measured in April, July (pre-camp), post-camp and after one month. The control group was measured in April, July and after one month. The loneliness was measured with UCLA-Loneliness Scale by Russell, Peplau & Cutrona (1980) translated to Japanese by Kudo & Nishikawa (1983). The both groups were measured at the same time as the Self-Awareness Scale. The following results were obtained:
1) The males in the camping group showed a significantly positive change in self-esteem. The control grop and females in the camping group did not show any change.
2) The males in the camping group showed a significantly positive change in loneliness. The control group and females in the camping group did not show any change.
3) The higher self-esteem score group showed a lower loneliness score and the higher loneliness score group showed a lower self-esteem score in males and females. The high- loneliness females in the camping group showed a significantly positive change in self-esteem.

View full abstract