「宇宙へ？」――工学部学生の炭素循環理解と大気CO2蓄積課題解決における困難
‘Out into space?’ – Engineering students’ understanding of the carbon cycle and challenges they face while solving atmospheric CO2 accumulation tasks (原題)
Erik Sterner, Ulrika Lundqvist, U. Martin Persson, Tom Adawi
🤖 gxceed AI 要約
日本語
スウェーデンの工学部3年生を対象に、大気CO2蓄積に関する課題解決時の認知的・メタ認知的・情動的困難を質的に分析。数学的訓練と実環境問題の統合の難しさを指摘し、気候教育における総合的アプローチの必要性を提言。
English
This study qualitatively analyzes the challenges engineering students face in understanding atmospheric CO2 accumulation, identifying cognitive, metacognitive, and affective difficulties. It underscores the need for holistic pedagogical strategies that integrate mathematical modeling with climate education to prepare engineers for sustainability efforts.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
日本の工学教育においても、気候変動リテラシーと数理モデリングの統合が求められており、SSBJやカーボンニュートラル対応の人材育成に示唆を与える。
In the global GX context
This research contributes to global discourse on climate education, highlighting the need to equip future engineers with skills to address climate challenges, relevant for sustainability curricula worldwide.
👥 読者別の含意
🔬研究者:工学教育と気候リテラシーの交差領域における質的研究方法論の参考になる。
🏛政策担当者:教育政策における気候変動教育のカリキュラム設計への示唆。
📄 Abstract（原文）
This study examines the challenges faced by engineering students in understanding atmospheric CO2 accumulation, a key concept for climate literacy and sustainable engineering. Through qualitative analysis of task-based interviews with third-year engineering-mathematics students from a Swedish university, we identify and categorise cognitive, metacognitive, and affective challenges in conceptualising the carbon cycle and solving CO2 mass balance tasks. Our findings reveal difficulties in integrating formal mathematical training with real-world environmental issues, underscoring the importance of addressing these multidimensional challenges in engineering education. The study highlights the need for pedagogical strategies – for mathematical modelling and climate education – that not only impart cognitive knowledge but also foster metacognitive skills and address affective factors related to climate change and problem-solving. By integrating sustainability-themed real-world problems into curricula, this research advocates for a holistic educational approach, preparing engineers to effectively contribute to climate change mitigation and sustainability efforts.
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.6084/m9.figshare.33274028first seen 2026-09-06 05:04:01 · last seen 2026-09-06 05:05:31
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