2:30 PM - 2:45 PM
[MIS11-04] A scientific inquiry program for children at the Mt.Asama North Geopark
Keywords:Inquiry Based Learning, Science Education, 1783 Mount Asama eruption, Mt.Asama North Geopark
Mt.Asama North Geopark (Tsumagoi Village, Naganohara Town, Gunma Prefecture) has a field where lava flows, pyroclastic flows, and debris avalanches that occurred with the 1783 eruption of Mt. Asama can be observed. It was the venue for the 21st Children's Summer School on Earthquake and Volcanic Geology (hereafter referred to as the "Summer School").
The most interesting point is the debris avalanche that buried Kanbara Village (now Kanbara District in Tsumagoi Village) at that time. Opinions are divided among volcano researchers about the mechanism of its generation, and there are still many unexplained parts.
At the summer school, we focused on "flow" as a physical phenomenon, and approached the mystery of the flow that filled(covered) Kanbara Village through talks by experts, field observations, and experiments to learn about the origins of the earth.
The basic policy of the program was to “explore in a scientific way”. (1) Observe without warning (2) Look for evidence, using logic instead of answers (3) Make a hypothesis based on logic and evidence, took the approach.
The children who participated were divided into four groups, and at the end, they presented their findings. The contents of the presentations were different for each group, showing unique perspectives and flexible ways of thinking about volcanoes. As the activity progressed, there was a difference in the amount of conversation within each group, but each group devised photos and illustrations and presented in their own words.
What kind of scientific research activities can be developed for children in the upper grades of elementary school, who are the majority of participants? What is the appropriate role of adults in it? The program, which is based on scientific inquiry, has sparked discussion not only among children, but also among adults involved as staff.
Former teachers and geopark staffs who participated in the activity commented, "It changed our way of thinking about regional learning," "Showing wonders in an easy-to-understand manner leads to children's independent learning," and " Uninteresting matters are not explored," said a voice.
How children responded to "learning without answers" in the summer school, and the implementation of experience brought about a change in the awareness of conventional community learning among educators in the geopark area. We will consider what kind of changes occurred in educational activities in the implementation area.
The most interesting point is the debris avalanche that buried Kanbara Village (now Kanbara District in Tsumagoi Village) at that time. Opinions are divided among volcano researchers about the mechanism of its generation, and there are still many unexplained parts.
At the summer school, we focused on "flow" as a physical phenomenon, and approached the mystery of the flow that filled(covered) Kanbara Village through talks by experts, field observations, and experiments to learn about the origins of the earth.
The basic policy of the program was to “explore in a scientific way”. (1) Observe without warning (2) Look for evidence, using logic instead of answers (3) Make a hypothesis based on logic and evidence, took the approach.
The children who participated were divided into four groups, and at the end, they presented their findings. The contents of the presentations were different for each group, showing unique perspectives and flexible ways of thinking about volcanoes. As the activity progressed, there was a difference in the amount of conversation within each group, but each group devised photos and illustrations and presented in their own words.
What kind of scientific research activities can be developed for children in the upper grades of elementary school, who are the majority of participants? What is the appropriate role of adults in it? The program, which is based on scientific inquiry, has sparked discussion not only among children, but also among adults involved as staff.
Former teachers and geopark staffs who participated in the activity commented, "It changed our way of thinking about regional learning," "Showing wonders in an easy-to-understand manner leads to children's independent learning," and " Uninteresting matters are not explored," said a voice.
How children responded to "learning without answers" in the summer school, and the implementation of experience brought about a change in the awareness of conventional community learning among educators in the geopark area. We will consider what kind of changes occurred in educational activities in the implementation area.