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Lessons on Satoyama environmental education were held for undergraduate students who are training to be educators. The lessons blend inquiry-based learning through research using ICT tools and experiential learning in a complementary manner. Students learn about the underlying concepts about the environment from a global perspective through inquiry-based learning; experiential learning can encourage students to get involved with the environment at the local level and also develop abilities and skills to conduct classes in environmental education. This paper investigated how the lessons influenced the students in these areas: knowledge of technical terms related to Satoyama environmental education, students' confidence and desire to engage in environmental education, and how awareness of their own abilities were improved through the lessons. To understand the impact of the lessons quantitatively, survey contents of the subjective awareness etc. were printed on A4 paper medium and were distributed. The medium were collected after filling them during class. The data are analyzed using Wilcoxon signed-rank test, Wilcoxon rank sum test, and cluster analysis. As a result, overall recognition of technical terms increases on post-survey. There is an increase in the mean score for all items on confidence and desire to engage in environmental education. For the awareness on abilities, students feel that their abilities increased overall across all items.

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A lecture course is provided by projecting slides on contents of the lecture course on a screen and the grammar in textbook and JavaScript program examples are explained in a lecture course on programming. It was then followed by explanation with materials describing program examples to practice the grammar and exercise problems. We conducted exercises to prepare programs in exercise problems with reference to the program examples. Instructions were given to complete the program during the lecture course as soon as possible, and the students were asked to submit the program and report files using the functions of e-learning. During the 14th week, each student was asked to prepare a program of voluntary subject he or she came up with, execute it and evaluate one another. With reference to the results, they were asked to correct them by the final 15th week and to evaluate one another again in the 15th week. The degree of term recognition and awareness were investigated before and after the lecture course. This article reports on the results obtained regarding this information on JavaScript programming. Then the difference between JavaScript and PHP programming is reported by comparing them with the results regarding PHP programming reported previously.