2:00 PM - 2:15 PM
[G03-02] Case studies of incorporate field studies into the regular classroom
-How to make the earth-sized classroom through online-
Keywords:virtual excurcion, short visiting lectures, laboratory visit, geoscience subjects, tourism
Remote learning, which allows learners to study at a distance from teachers and other learners, has been conducted as remote learning and exchange classes in addition to so-called correspondence course. Since the Internet connection speed has become faster, the case of remote learning in public education has increased.
For example, Hayakawa et al. (2015) constructed an online piloting content based on actual field excursion with maps on the Internet. In this case, users use these contents on demand (at different times) after internet publication, so there is no direct communication between teachers and participants.
The author tried to connect the site with high school geology classes and local children's groups via Skype during our research in a foreign mountain area (Komori and Naiki (2012. JpGU proceedings). In addition, during the Corona disaster after the spring of 2020, we have conducted geology tours for high school geology and Geology Olympiad candidate, and study tours of the disaster area for children and adults (Komori, 2021. JpGU proceedings). Since the summer of 2021, we have tried to incorporate tours of off-campus facilities and virtual tours into our regular classes. However, the accumulation and sharing of these experiences by each teacher and researcher has not been sufficiently conducted. Therefore, in this paper, we first collect case studies of online field excurcion and give an overview of the current situation. Then the author's case study of incorporating outdoor learning into regular classes will be introduced in detail. Finally, we report on the effects, challenges, and future prospects that have emerged.
For example, Hayakawa et al. (2015) constructed an online piloting content based on actual field excursion with maps on the Internet. In this case, users use these contents on demand (at different times) after internet publication, so there is no direct communication between teachers and participants.
The author tried to connect the site with high school geology classes and local children's groups via Skype during our research in a foreign mountain area (Komori and Naiki (2012. JpGU proceedings). In addition, during the Corona disaster after the spring of 2020, we have conducted geology tours for high school geology and Geology Olympiad candidate, and study tours of the disaster area for children and adults (Komori, 2021. JpGU proceedings). Since the summer of 2021, we have tried to incorporate tours of off-campus facilities and virtual tours into our regular classes. However, the accumulation and sharing of these experiences by each teacher and researcher has not been sufficiently conducted. Therefore, in this paper, we first collect case studies of online field excurcion and give an overview of the current situation. Then the author's case study of incorporating outdoor learning into regular classes will be introduced in detail. Finally, we report on the effects, challenges, and future prospects that have emerged.