Case study of compare maritime and ocean educational style for under MET

• Autorzy: Takimoto T.

Identyfikatory

DOI

10.12716/1001.15.01.09

• Języki publikacji: EN

Abstrakty

EN

As an island nation, the topic of training and sending out seafarers is a present challenge in Japan. Awareness activities for elementary, junior high, and senior high school students are essential for securing future mariner job candidates. In this study, we conducted maritime and marine educational methods using various procedures to raise awareness about previous maritime industries. We also brought in maritime specialists for junior high school students who will be continuing to maritime educational institutions, and conducted a comparative study of the results. In this study, we compared three types of educational content: lectures on leadership techniques, observational field trips, and hands-on lessons. The results showed that students had the highest interest in the hands-on lessons, followed by observational field trips, then finally the lectures. These results demonstrated that when creating class content for maritime and marine education, this should be adapted to the identity of the young people who are to receive that education.

Słowa kluczowe

EN

Maritime Education and Training; system in Japan; marine education; lecture type; sustainable development goals; ministry of education; culture; sports; science and technology; educational method; island nation

• Wydawca: Faculty of Navigation, Gdynia Maritime University
• Czasopismo: TransNav : International Journal on Marine Navigation and Safety of Sea Transportation
• Rocznik: 2021
• Tom: Vol. 15 No. 1
• Strony: 101--107
• Opis fizyczny: Bibliogr. 25 poz., rys., tab.

Twórcy

autor

Takimoto T.

• Future Quest Inc., Japan

Bibliografia

• 1.G. Watts, Career Education for Young People: Rationale and Provision in the UK and Other European Countries,International Journal for Educational and Vocational Guidance volume 1, pages209–222(2001), 2001
• 2. Andresen, L., Boud, D., Cohen, R., Experience-based learning, Understanding Adult Education and Training (pp.225-239), Routledge, 2000
• 3. BIMCO, BIMCO/ICS MANPOWER REPORT2015, ICS, 2015
• 4. Brent D. R., Simulations, Games, and Experience-Based Learning: The Quest for a New Paradigm for Teaching and Learning, Simulation & Gaming 30(4):498-505,SAGE Publications, 1999
• 5. Brown, B. L., Applying Constructivism in Vocational and Career Education. Information Series No. 378., Center on Education and Training for Employment, ERIC Publications, 1998
• 6.Charles C Bonwell, Active learning: creating excitement in the classroom, Washington, D.C. : School of Education and Human Development, George Washington University, 1991
• 7. Barnes, D., Active Learning. (Leeds, University of Leeds TVEI Support Project)., 1989
• 8. J. Corpus, McClintic-Gilbert, S. Megan, Hayenga, O. Amynta, Within-Year Changes in Children's Intrinsic and Extrinsic Motivational Orientations: Contextual Predictors and Academic Outcomes Contemporary Educational Psychology, 34 (2), pp. 154-166, 2009
• 9.E.L. Deci, R. Koestner, R.M. Ryan, Extrinsic rewards and intrinsic motivation in education: Reconsidered once again, Review of Educational Research, 71 (1), pp. 1-27, 2001
• 10. E.L. Deci, R. Koestner, R.M. Ryan, A Meta-Analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation, Psychological Bulletin, 125 (6), pp. 627-668, 1999
• 11. Entwistle, N. J & J. D, Thompson, Motivation and Study Habits, Wilson, Higher Education, Vol. 3, No. 4, pp. 379-390, 1979
• 12. Hill, J. M. M., The transition from school to work. London: Tavistock., 1969
• 13 Katsumi Yamagata, Wartime shipping control theory, Tatsuuma Marine Memorial Foundation, 1944[14]Keller, J. M. & Burkman, E., Motivation principles, in: M. Fleming & W. H. Levie (Eds) Instructional message design: principles from the behavioral and cognitive sciences.,1993
• 14. Lairio, M., & Puukari, S., Working life familiarization in elementary and secondary schools. Paper delivered at the International Careers Guidance Conference, Warwick, UK.,1999
• 15. Law, B., A career-learning theory. In A. G. Watts, B. Law, J. Killeen, J. M. Kidd & R. Hawthorn (Eds.), Rethinking careers education and guidance: theory, policy and practice (pp. 46–71). London: Routledge., 1996
• 16. Law, B., Recording achievement and action planning. In A. G. Watts, B. Law, J. Killeen, J. M. Kidd & R. Hawthorn (Eds.), Rethinking careers education and guidance: theory, policy and practice (pp. 247–268). London: Routledge., 1996
• 17. Meyers, C., Promoting Active Learning: Strategies for the College Classroom, Jossey-Bass Press, 1993
• 18. Parisa. K., Mansour S., Saeideh M., Akefeh A., Reza H. F., Comparison of Problem-based Learning With Lecture-based Learning, Iranian Red Crescent Medical Journal 16(5):e5186, Kowsar Medical Institute, 2014
• 19. Shigeru Sugiyama, Yoshihito Tsuji, The effect of active learning for university students, The Review of liberal arts - Otaru University of Commerce 127, 61-74, 2014
• 20. Shinichi Mizokami, Arrangement of curriculum concepts and points to view the curriculum: toward consideration of active learning, Kyoto University researches in higher education 12, 153-162, 2006
• 21. The Japanese Shipowners' Association (2018), Handbook for Shipping Statics in 2018, The Japanese Shipowners' Association, 2018
• 22. Watts, A. G., Experience-based learning about work. In A. G. Watts, B. Law, J. Killeen, J. M. Kidd & R. Hawthorn (Eds.), Rethinking careers education and guidance: theory, policy and practice (pp. 233–246). London: Routledge., 1996
• 23. Watts, A. G., Some international comparisons. In A. Miller, A. G. Watts & I. Jamieson (Eds.), Rethinking work experience (pp. 39–54). London: Falmer., 1991
• 24. Weaver, Warren: 'Recent Contributions to the Mathematical Theory of Communication'. In Shannon & Weaver op.cit, 1949
• 25. Yoichi Furuno,”Key point” and “Difficulty” in Career design, Works Institute, 1999

Uwagi

Opracowanie rekordu ze środków MNiSW, umowa Nr 461252 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2021).