昨今、持続可能な社会を推進する上で、森林教育への期待は増し、その効果に対する評価や改善が求められるが、指導者が内部評価を行うための方法の報告はほとんどない。本研究では、滋賀県が取り組む森林環境学習「やまのこ」事業を対象に、指導者が実践できる簡易なプログラム効果測定方法の開発を試みた。指導者が実践できる方法を開発するため、一連の作業の大部分は、研究者と指導者が共同で取り組んだ。まず、ロジックモデルを作成し、評価指標を決定した。児童の感想文の文章を分類して数値化し、プログラム効果の定量的な測定（方法Ⅰ）を行い、学校間の測定値の差異を比較した。次に、利便性を高めるべく、評価指標に対応する言葉を抽出し、加算する方法（方法Ⅱ）を開発し、方法Ⅰとの差異を比較した。その結果、学校間の比較では、児童と指導者の相互作用が得点に反映されていることが明らかとなった。また、両方法ともにプログラム効果を測定できることが示された一方で、方法Ⅱは方法Ⅰに比べ、｢感動驚き｣の得点が高いことが判明した。今後はデータを蓄積し、評価指標や分類方法が適正かの検討を重ね、より高い妥当性や信頼性を確保する必要がある。

　2017年3月に告示された新学習指導要領では、「主体的・対話的で深い学び」という表現でアクティブラーニングを推進することを明示しており、その主な改善事項の一つに「体験活動の充実」も挙げられている。

The purpose of the study is to obtain a panoramic view of management issues and similarities of privately run outdoor educational organizations in the current and the next 10 years, using the Delphi Study.

The analysis showed that the management issues with the most variants found among respondents for both the present and future were related to ‘management policy’. This result represents the varied nature of the characteristics and strengths of each organization surveyed, and is thought to be an item difficult on which to reach consensus. The items with the least variants for both present and future were related to ‘human resources’. This represents the importance of human resources in that they will always be present, whatever changes may occur in the wider environment. The study clarified that management policy is a unique factor in the identity of the privately run outdoor educational organization, while human resources are a permanent factor and highly required.

  In many coastal areas of Japan, local fishermen and residents have managed marine resources sustainably, and such areas are referred to as “Satoumi.” To conserve and manage Satoumi, education is necessary to increase people’s understanding and active participation in the conservation of oceans. H Junior High School (HJHS), in the city of Bizen, Okayama Prefecture, is implementing a proactive marine education program in collaboration with local fishermen. In this study, in order to identify the effectiveness of the marine education program, semi-structured interviews were conducted with junior high school students (n=36) and high school students (n=5) who graduated from HJHS. Based on an analysis of the results, it was revealed that students in higher grades (i.e., second- and third-year students) were able to explain about Hinase Sea, and most of the third-year students like the sea. The results revealed that the program appears to have changed students’ awareness and attitude (e.g., recognition about the importance of the sea), and also their behavior (e.g., they no longer throw garbage into the sea). The marine education program at HJHS is contributing to the development of human resources knowledgeable about Satoumi and who will continuously support the community.

自然体験活動の有効性が様々な研究において論じられてきたが，本研究では森林環境における自然体験活動が参加した子どもたちの生きる力と自然との共生観に及ぼす影響を検証した。また，参加者のもつ特性に着目し，元々の自然体験の経験の多寡という視点と自然の営みにより心身に大きな損傷を受けるような自然災害というネガティブな経験をした子どもたちへのプログラム効果を検証することとした。分析対象者はふくしまキッズプログラムに参加した子どものうち有効回答が得られた213名とその保護者であった。参加者には，生きる力，自然との共生観，自然体験の経験を問う項目，保護者には，被災時の経験等を問う項目でそれぞれ質問紙調査を行った。自然との共生観について，自然への親和性，自然と生命の関係性，自然への興味と配慮の3因子構造が認められた。参加者全体において，プログラムによる生きる力および自然との共生観の向上効果が実証された。参加者のうち自然体験の経験が少ない子どもは，多い子どもよりもプログラムによる向上効果がみられた。また震災による恐怖体験の有無は身体的能力の変容に影響を与えることが明らかとなった。

The purpose of this study is to review the trends of outdoor activities in school education and to provide the basic perspectives on the future direction of experiential activities in nature.

Research sources are articles and reports related to outdoor activities, experiential activities in nature and outdoor education from 1950 to 2008.

In summary, it was found that:

1. nowadays, outdoor activities in school education are expected as experiential activities in nature that bring opportunities for children's life experiences and nature-based experiences;

2. to implement effective and safe experiential activities in nature, schools should build a system for making effective use of the external staff who are able to sufficiently understand experiential activities in school education and the relationship with school curriculum;

3. during overnight group activities in school education, by engaging in experiential activities that might involve the learning contents of each subject, school will be able to ensure the number of classes, which leads to another important idea to develop the experiential activity program as each coursework associated closely to before-and-after learning at school;

4. in organizing experiential activities in nature, it is necessary to take the idea of utilizing immediate natural environment around children, and also improving the opportunities for experiential activities in nature means maintaining and developing the local area that could provide opportunities for the nature-based activities; and

5. based on the significance of creating the occasions for experiential activities in the immediate natural environment, the collaboration among school. home and local community seems to contribute to restoring the influence of home life and local community in the educational process.