11:00 AM - 1:00 PM
[G05-P17] Geopark Learning Programs at Elementary and Junior High Schools in the Unzen Volcanic Area UNESCO Global Geopar
Keywords:geopark learning program, information leaflet, number of learning programs, categories of learning contents, attributes of learning instructors
1. Introduction
In 2021, the Council of Unzen Volcanic Area Geopark made an information leaflet of its geopark learning programs (hereinafter called “geo-learning” programs) and distributed it to promote geo-learning to local elementary and junior high schools through the boards of education of the 3 cities (Shimabara City, Unzen City and Minamishimabara City) in the region. As a result, geo-learning programs were conducted at 36 schools out of 59 schools, the largest number ever.
One of the main reasons for the expansion of geo-learning is that the Council has shown its geo-learning programs can be used in “hometown education” and a variety of subjects in school education to meet the diversifying learning needs at schools with the introduction of the New Courses of Study. In the light of the increasing tasks of school teachers today, the demand for geo-learning programs is expected to increase further.
While the Council has accumulated expertise and materials for geo-learning, it has not examined the details of its geo-learning programs.
This presentation will look into the Council’s geo-learning programs in schools over the last 10 years and, based on the findings on characteristics and issues of geo-learning, discuss its future prospects.
2. Main Aspects of Geo-Learning Programs
From 2012 to 2021, the number of programs significantly increased in elementary schools in Unzen and Minamishimabara, but the number in junior high schools remains low except in Shimabara.
The learning contents are classified into 5 categories, and the number of bus tours was the highest, followed by disaster learning, indoor lectures, town walking, and science learning.
As for the learning instructors, all the programs were conducted by the Council’s expert staff in 2012, but the number of programs done by the official geopark guides has greatly risen in 10 years.
3. Characteristics and Issues of Geo-Learning
The geo-learning programs were initially conducted mostly in Shimabara City and expanded to other two cities in 10 years, especially in elementary schools. In Shimabara, major contents of learning were disaster learning and bus tours, while various contents were conducted in other two cities.
One of the factors behind such differences is considered to be linked to the distribution of geopark sites in the region. In Shimabara, there are many sites related to the volcanic disasters of Mt. Unzen, but notable geological sites are few, and many bus tours were arranged to visit geological sites in other cities. In Unzen and Minamishimabara, bus tours as well as science learning were conducted at major geological and natural sites. At the schools located in the areas with few nearby sites, indoor lectures and town walking were done by the expert staff.
While the programs expanded, new issues came up. These issues include the small number of programs in junior high schools and the fact that the learning contents conducted by the geopark guides are limited to disaster learning and bus tours, with very little other contents such as town walking. For the latter issue, it is necessary to build the structure to enable the guides to cover the contents that have been relying on the know-how of the expert staff.
4. Future Prospects
Geo-learning is an educational activity to foster younger generation’s attachment to their hometown and understanding of the relationship between the environment and the people’s livelihood on a global scale, with the aim to realize the sustainable development of the region. As the number of geo-learning programs increases, the learning contents will be required to be more diverse. In order to meet such learning needs, it is necessary to train and develop the guides who can provide a variety of contents, and to increase the number of “bearers” of geo-learning by, not just relying on the expert staff, but involving everyone in all the sectors related to the geopark in the region as the central players.
In 2021, the Council of Unzen Volcanic Area Geopark made an information leaflet of its geopark learning programs (hereinafter called “geo-learning” programs) and distributed it to promote geo-learning to local elementary and junior high schools through the boards of education of the 3 cities (Shimabara City, Unzen City and Minamishimabara City) in the region. As a result, geo-learning programs were conducted at 36 schools out of 59 schools, the largest number ever.
One of the main reasons for the expansion of geo-learning is that the Council has shown its geo-learning programs can be used in “hometown education” and a variety of subjects in school education to meet the diversifying learning needs at schools with the introduction of the New Courses of Study. In the light of the increasing tasks of school teachers today, the demand for geo-learning programs is expected to increase further.
While the Council has accumulated expertise and materials for geo-learning, it has not examined the details of its geo-learning programs.
This presentation will look into the Council’s geo-learning programs in schools over the last 10 years and, based on the findings on characteristics and issues of geo-learning, discuss its future prospects.
2. Main Aspects of Geo-Learning Programs
From 2012 to 2021, the number of programs significantly increased in elementary schools in Unzen and Minamishimabara, but the number in junior high schools remains low except in Shimabara.
The learning contents are classified into 5 categories, and the number of bus tours was the highest, followed by disaster learning, indoor lectures, town walking, and science learning.
As for the learning instructors, all the programs were conducted by the Council’s expert staff in 2012, but the number of programs done by the official geopark guides has greatly risen in 10 years.
3. Characteristics and Issues of Geo-Learning
The geo-learning programs were initially conducted mostly in Shimabara City and expanded to other two cities in 10 years, especially in elementary schools. In Shimabara, major contents of learning were disaster learning and bus tours, while various contents were conducted in other two cities.
One of the factors behind such differences is considered to be linked to the distribution of geopark sites in the region. In Shimabara, there are many sites related to the volcanic disasters of Mt. Unzen, but notable geological sites are few, and many bus tours were arranged to visit geological sites in other cities. In Unzen and Minamishimabara, bus tours as well as science learning were conducted at major geological and natural sites. At the schools located in the areas with few nearby sites, indoor lectures and town walking were done by the expert staff.
While the programs expanded, new issues came up. These issues include the small number of programs in junior high schools and the fact that the learning contents conducted by the geopark guides are limited to disaster learning and bus tours, with very little other contents such as town walking. For the latter issue, it is necessary to build the structure to enable the guides to cover the contents that have been relying on the know-how of the expert staff.
4. Future Prospects
Geo-learning is an educational activity to foster younger generation’s attachment to their hometown and understanding of the relationship between the environment and the people’s livelihood on a global scale, with the aim to realize the sustainable development of the region. As the number of geo-learning programs increases, the learning contents will be required to be more diverse. In order to meet such learning needs, it is necessary to train and develop the guides who can provide a variety of contents, and to increase the number of “bearers” of geo-learning by, not just relying on the expert staff, but involving everyone in all the sectors related to the geopark in the region as the central players.