Methodology for Environmental Learning Based on Material Flow Diagram of Green Multidimensional Bookkeeping System

Methodology for Environmental Learning Based on Material Flow Diagram of Green Multidimensional Bookkeeping System
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基于绿色多维记账系统物质流程图的环境学习方法论

DOI:
10.1007/978-981-13-8039-6_17
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发表时间:
2019
期刊:
Hamada R. et al. (eds) Neo-Simulation and Gaming Toward Active Learning. Translational Systems Sciences
影响因子:
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通讯作者:
Keiko Zaima
Keiko Zaima
中科院分区:
--
文献类型:
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作者:
Matsumoto;K. and Tachiiri;K.;黒田千晴;白木裕斗・松本健一・重富陽介・榎原友樹・越智雄輝・小川祐貴;Taihei Okada;Keiko Zaima

文献摘要

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这项研究的目的是开发一种环境学习的方法,使人们能够定性地了解环境负担。该方法中的工具使用了绿色多维簿记系统(绿色多维簿记系统)的物质流图。绿色多边开发银行是一种环境信息系统,能够在单个过程中自下而上地汇总环境负担数据。在绿色多边开发银行中,所有材料都被视为“潜在的环境负担”,这意味着任何材料的输入或输出都可能对环境产生潜在影响。为了准确地减轻环境负担,重要的是在定量测量和计算之前了解材料和服务的类型。因此,绿色多边开发银行的第一步是确定与相关进程有关的所有类型的材料和服务。这一步骤在应用于以往的研究时,可以作为环境学习的模拟工具。本文提出了利用物质流图进行环境学习的方法,并给出了在大学课堂上实施这一方法的一些结果。进一步讨论了在将该方法应用于主动学习方面所面临的挑战,涉及日常和经济活动中的环境负担。
The purpose of this study was to develop a methodology for environmental learning that enables qualitative understanding of environmental burdens. The tool in the methodology used the Material Flow Diagram of the Green Multidimensional Bookkeeping System (Green MDBS). Green MDBS is an environmental information system that enables bottom-up aggregation of environmental burden data in an individual process. In Green MDBS, all materials are regarded as “potential environmental burdens,” meaning that input or output of any material can potentially affect the environment. To accurately reduce environmental burdens, it is important that the types of materials and services are understood prior to quantitative measurements and calculations. Thus, the first step of the Green MDBS is to identify all types of materials and services, related to a relevant process. It is suggested that this step could be used as a simulation tool for environmental learning when applied to previous studies. In this paper, methodology for environmental learning using the Material Flow Diagram is presented, and some results of implementing this methodology in university classrooms are presented. Challenges faced in the application of the methodology to active learning, concerning environmental burdens in daily and economic activities, are further discussed.