10:45 AM - 11:00 AM
[G04-06] Creation and evaluation of strata observation programs using field trips and other extracurricular activities
Keywords:3DCG, excursion, prior guidance, Stratigraphic Observation
1 Background and Purpose of the Study
Observation of geological formations is rarely conducted due to time and space constraints. On the other hand, field trips and forest schools provide many opportunities to visit areas where geological formations and rocks are exposed. There is a possibility that geologic strata observation can be carried out by making use of such opportunities. However, in activities where the primary purpose is not to observe geological formations, effective pre-observation learning is necessary to make the observation of geological formations a reality. Therefore, 3DCG was used for realistic pre-observation learning. In this study, we will conduct a preliminary study using 3DCG teaching materials and verify the extent to which the students were able to recognize geological items during the subsequent field observations.
2 Development of Teaching Materials and Classroom Practice
In this study, the LiDAR function of the iPhone was used to create a 3DCG of an actual geological formation. The locations and descriptions of trace fossils and shell fossils, as well as the inclination of the stratigraphic plane, were then displayed on the 3DCG of the stratum. The created educational materials can be displayed in both normal and AR modes by using an iOS terminal. In this study, we created 3DCG educational materials that can be displayed at equal size, and 3DCG educational materials adjusted to the scale of a desk-top.
The target population was 250 second-year male junior high school students in the Tokyo metropolitan area. In the pre-study, students observed geological strata for one hour using the 3DCG materials. Approximately one week after the pre-study, an excursion was conducted on a hiking course in Kamakura, which lasted about 4 hours. One week after the field trip, we conducted a questionnaire survey on the field observation. In the questionnaire, participants were asked to evaluate whether they could recognize "stratigraphic surfaces," "constituent materials," "leaf lithology," and "trace fossils" during the field trip using a dichotomous scale.
3 Results and Discussion
The number of students analyzed was 210. The results of the survey on whether the students were able to recognize the strata show that most of the students were able to recognize the strata. Although the constituent materials and foliations could not be recognized without paying attention to the structures found in the strata, about 60% of the students felt that they were able to recognize them. In addition, the size of the trace fossil structure itself is several tens of centimeters and its shape is unique, so it is difficult to recognize it, but 38% of the students were able to recognize it in this practice. These results suggest that the recognition rate of geological events in field observations may be increased by prior learning using 3DCG stratigraphic materials.
This study was partially supported by a grant from the Chuden Educational Foundation.
Observation of geological formations is rarely conducted due to time and space constraints. On the other hand, field trips and forest schools provide many opportunities to visit areas where geological formations and rocks are exposed. There is a possibility that geologic strata observation can be carried out by making use of such opportunities. However, in activities where the primary purpose is not to observe geological formations, effective pre-observation learning is necessary to make the observation of geological formations a reality. Therefore, 3DCG was used for realistic pre-observation learning. In this study, we will conduct a preliminary study using 3DCG teaching materials and verify the extent to which the students were able to recognize geological items during the subsequent field observations.
2 Development of Teaching Materials and Classroom Practice
In this study, the LiDAR function of the iPhone was used to create a 3DCG of an actual geological formation. The locations and descriptions of trace fossils and shell fossils, as well as the inclination of the stratigraphic plane, were then displayed on the 3DCG of the stratum. The created educational materials can be displayed in both normal and AR modes by using an iOS terminal. In this study, we created 3DCG educational materials that can be displayed at equal size, and 3DCG educational materials adjusted to the scale of a desk-top.
The target population was 250 second-year male junior high school students in the Tokyo metropolitan area. In the pre-study, students observed geological strata for one hour using the 3DCG materials. Approximately one week after the pre-study, an excursion was conducted on a hiking course in Kamakura, which lasted about 4 hours. One week after the field trip, we conducted a questionnaire survey on the field observation. In the questionnaire, participants were asked to evaluate whether they could recognize "stratigraphic surfaces," "constituent materials," "leaf lithology," and "trace fossils" during the field trip using a dichotomous scale.
3 Results and Discussion
The number of students analyzed was 210. The results of the survey on whether the students were able to recognize the strata show that most of the students were able to recognize the strata. Although the constituent materials and foliations could not be recognized without paying attention to the structures found in the strata, about 60% of the students felt that they were able to recognize them. In addition, the size of the trace fossil structure itself is several tens of centimeters and its shape is unique, so it is difficult to recognize it, but 38% of the students were able to recognize it in this practice. These results suggest that the recognition rate of geological events in field observations may be increased by prior learning using 3DCG stratigraphic materials.
This study was partially supported by a grant from the Chuden Educational Foundation.