{"created":"2025-03-28T02:46:07.086058+00:00","id":2000797,"links":{},"metadata":{"_buckets":{"deposit":"5a0583be-6774-4d94-b074-465cf8dafade"},"_deposit":{"created_by":11,"id":"2000797","owner":"11","owners":[11],"pid":{"revision_id":0,"type":"depid","value":"2000797"},"status":"published"},"_oai":{"id":"oai:hirosaki.repo.nii.ac.jp:02000797","sets":["375:380:1739952354425"]},"author_link":[],"control_number":"2000797","item_1735019115310":{"attribute_name":"item_1735019115310","attribute_value_mlt":[{"subitem_description":"現在、日本全体において電気エネルギーの供給は必須であり、発電量の大部分を占める火力発電は安定した生成ができるため、今後も活用されると推察する。しかし、化石燃料の使用によって発生する二酸化炭素は、地球温暖化の一因となっていると考えられ、環境保全の観点から将来にわたって大きな課題となる。このような現状から、従来の資源からの脱却と持続可能な社会を形成するために、二酸化炭素の排出抑制や削減方法を確立することは、カーボンニュートラル社会の形成において達成目標と考えられる。そこで、令和4年に発行された中学校理科の教科書の記載箇における記述・学習内容を調査し、温室効果ガスとしての二酸化炭素、またその削減方法に関する調査を行った。調査の結果、本研究で対象とした中学校理科の教科書では、３年生の最後の単元の「科学技術」の分野で取り上げられており、二酸化炭素を要因とした地球温暖化の原理、温暖化が促進されていることへの危機感を提示する内容があった。しかし、二酸化炭素を抑制・削減するための具体的な方法が記載されておらず、また、実践活動の提示がないため探求的な学習へと繋がりにくいと思われる。そのため、現状の課題を理解し、資源利用や技術・開発について関心を持つために、生徒が体感できる教材を製作することが必要であると考えている。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_1735019314753":{"attribute_name":"item_1735019314753","attribute_value_mlt":[{"subitem_source_identifier":"AN00211590","subitem_source_identifier_type":"NCID"}]},"item_30001_access_rights4":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open 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