[G-05] Understanding of geology and interaction between the earth, nature and culture through the Geoparks(Poster)

[G05-P19] Development of Online Classroom Method Connecting Multiple Schools in Aso Geopark - Practice and Issues of "Mystery Solving "NAOZOTOKI" Learning

Haruka Koroki¹, Tsuneomi Kagiyama¹, Yusjek Watanabe², *Koki Nagata¹, koharu Soejima¹ (1.Aso Geopark promotion council, 2.Sakura Planning LLC.)

Keywords:ESD, Active learning, Nazotoki, online class

Education for Sustainable Development (ESD), recently announced by Japan to UNESCO. and as a practical method, it is required to develop a method of "proactive and collaborative learning to discover and solve problems.As one of the methods, there has been a social boom in "puzzle solving", and the development of methods using puzzle solving in education has been actively pursued (e.g., Hase (2017)). Among Geoparks, the Sakurajima-Kinko Bay Geopark was one of the first Geoparks to implement puzzle solving for students on school trips.However, most of these events are held in real life, and there are still few examples of online events in coronaization. Therefore, the Aso Geopark has developed and implemented a hybrid learning method for solving riddles that combines on-site learning and online classes.The schools that practiced the puzzle-solving learning this time were 5th grade students of Aso Elementary School (Aso City), 4th grade students of Sanzan Gakuen (Sanzan Village), 3rd grade students of Minami-Aso Nishi Elementary School (Minami-Aso Village), and 3rd grade students of Yamanishi Elementary School and Kawahara Elementary School (Nishihara Village). The Aso Geopark Promotion Council Secretariat, the Aso Kuju National Park Management Office of the Ministry of the Environment, and the Aso Grassland Restoration Council planned and managed the project.The Geopark was planned and managed by the Aso Geopark Promotion Council Office, the Aso Kujyu National Park Office of the Ministry of the Environment, and the Aso Grassland Restoration Council.For the riddle solving, the planning and management team took what the students had learned in (1) and (2) and made them aware of the riddles through logical steps, such as crosswords, puzzles, and a mechanism where the answer emerges by putting in a clear file.As a result, the students' impressions after the program were not only "I realized that there are important things around us," but also "I learned about important things in various schools," which made them realize the attractiveness of other regions.The teachers and students were generally very positive about this practice, but there were still some issues that emerged, such as the connection problems that are unique to online learning and the difficulty of setting questions for different grades. In the future, we would like to improve the system so that it can be used in a more general way.