[G03-07] Analysis of the “Reflective Conversation with the Outcrop” Field Study Program for Pre-service Teachers Based on Schön’s Theory
Keywords:field study program, perspective on geological observation, pre-service science teachers, reflective practice
Many previous studies have suggested that a field study is one of the most meaningful ways to learn earth science. Nevertheless, in Japanese secondary schools, science teachers tend to use textbooks and audio-visual media to teach earth science without any field study. Takimoto and Sato (2019) note that these situations are linked to the teachers' lack of expertise in earth science. Hence, science teachers should be exposed to the perspectives of and learn skills required to conduct geological observations for a field study in an earth science class.
We have conducted field study programs for pre-service science teachers for several years. However, these programs consist of work primarily based on instructions from teachers and do not promote proactive geological observation among students. Therefore, it is unclear what skills the pre-service teachers actually acquire.
We thus designed a new field study program, structured to promote the efficient acquisition of perspectives on geological observation, for pre-service science teachers. This program is based on pedagogical knowledge and consists of four observational activities at three outcrops of the same geological formation followed by a reflective activity. The principal points of the new program are as follows:
1. The three outcrops observed by the learners have both similarities and important differences.
2. In one activity, the learners observe the outcrop and compare it with sketch logs made by geologists.
3. After the field observations, the learners compare two of their sketch logs from the same outcrop. This allows them to reflect on the changes that they made.
Here, we report the effectiveness of the new program based on Schön’s theory of reflective practice.
Acknowledgement
This work was supported by JSPS KAKENHI Grant Numbers 17H00820, 19K027085, 19K03144.
Reference
1) Takimoto, I & Sato, E (2019). Current Situation and Teachers' Awareness of Field Work in Earth Science at Junior High School in Kobe City. Journal of Education of Earth Science, 71, 83-96. (in Japanese with English abstract)
2) Schön, D. A. (2001). The reflective Practitioner: How Professionals Think in Action. (Sato, M. and Akita, K., Trans.). Tokyo: Yumiru Publishing. (Original work published 1983)
We have conducted field study programs for pre-service science teachers for several years. However, these programs consist of work primarily based on instructions from teachers and do not promote proactive geological observation among students. Therefore, it is unclear what skills the pre-service teachers actually acquire.
We thus designed a new field study program, structured to promote the efficient acquisition of perspectives on geological observation, for pre-service science teachers. This program is based on pedagogical knowledge and consists of four observational activities at three outcrops of the same geological formation followed by a reflective activity. The principal points of the new program are as follows:
1. The three outcrops observed by the learners have both similarities and important differences.
2. In one activity, the learners observe the outcrop and compare it with sketch logs made by geologists.
3. After the field observations, the learners compare two of their sketch logs from the same outcrop. This allows them to reflect on the changes that they made.
Here, we report the effectiveness of the new program based on Schön’s theory of reflective practice.
Acknowledgement
This work was supported by JSPS KAKENHI Grant Numbers 17H00820, 19K027085, 19K03144.
Reference
1) Takimoto, I & Sato, E (2019). Current Situation and Teachers' Awareness of Field Work in Earth Science at Junior High School in Kobe City. Journal of Education of Earth Science, 71, 83-96. (in Japanese with English abstract)
2) Schön, D. A. (2001). The reflective Practitioner: How Professionals Think in Action. (Sato, M. and Akita, K., Trans.). Tokyo: Yumiru Publishing. (Original work published 1983)