5:15 PM - 6:45 PM
[MZZ46-P13] Effectiveness of Video Teaching Materials Centered on Tateyama Kurobe Geopark: Analysis Focusing on Level of Understanding and Level of Interest
Keywords:Educational effects, Geoscience education, Learning effects, Mountains regions, Questionnaire surveys, Water cycle
In 2017, “Ken no Yama,” a film centered on the Tateyama Kurobe geopark was produced as an educational material to explain the earth′s geological processes. The film elucidates the changes in mountain height due to uplift and water erosion, alongside highlighting the vital role of spring water that mountains bestow upon the surrounding plains. We believe that video teaching materials centered on geoparks are effective in facilitating a comprehensive understanding of their geological history and natural phenomena. Verifying the efficacy of educational materials underscores the sustainable social contribution of geoparks. Therefore, in this study, to investigate the educational effects of the film, we conducted a pre- and post-questionnaire survey of children who watched the film. The following three items were investigated in the questionnaire; (1) children′s level of interest in science before viewing, two days after viewing, and one month after viewing, (2) children′s understanding of the film content before viewing, and one month after viewing, (3) and parts of the film that improved children′s understanding.
The children′s level of interest in each field was analyzed by calculating the average of all their responses. The children′s level of interest in each area increased two days after viewing compared to before viewing. However, one month after viewing, their interest levels had reverted to the same level as before viewing. Questions to test their understanding were related to predictions of long-term changes in mountain height and the mechanism of spring water. The percentage of correct answers to this question increased one month after viewing compared to before viewing. Furthermore, in responses to a question about how spring water works, there was an increase in the variety of vocabulary used, such as “mountain,” “snow,” “water,” and “rain,” observed one month after viewing compared to before.
Next, in the descriptions of impressions in the questionnaire, terms such as “water,” “Earth,” “tectonic plates,” “Shomyo Falls,” “carving,” and “Tateyama” frequently appeared. Based on these frequently occurring terms, we analyzed whether children who answered incorrectly in the pre-questionnaire answered correctly in the post-questionnaire and whether they used these terms in their impressions. The results showed that children who rectified their incorrect answers were more likely to use vocabulary from the film when describing their impressions on the questionnaire compared to children who persisted with incorrect responses.
The above research results revealed the educational effects of the film. The findings from questions probing children about their level of interest suggest that although the film succeeds in sparking temporary interest among them, it does not sustain their long-term engagement. The results of the comprehension questions suggest that the film succeeds in improving children′s understanding of the long-term changes in mountain height and the mechanism of spring water. There was a significant relationship between children′s comprehension and the vocabulary in their impressions, indicating that memorable scenes in the film contributed to improved comprehension.
The children′s level of interest in each field was analyzed by calculating the average of all their responses. The children′s level of interest in each area increased two days after viewing compared to before viewing. However, one month after viewing, their interest levels had reverted to the same level as before viewing. Questions to test their understanding were related to predictions of long-term changes in mountain height and the mechanism of spring water. The percentage of correct answers to this question increased one month after viewing compared to before viewing. Furthermore, in responses to a question about how spring water works, there was an increase in the variety of vocabulary used, such as “mountain,” “snow,” “water,” and “rain,” observed one month after viewing compared to before.
Next, in the descriptions of impressions in the questionnaire, terms such as “water,” “Earth,” “tectonic plates,” “Shomyo Falls,” “carving,” and “Tateyama” frequently appeared. Based on these frequently occurring terms, we analyzed whether children who answered incorrectly in the pre-questionnaire answered correctly in the post-questionnaire and whether they used these terms in their impressions. The results showed that children who rectified their incorrect answers were more likely to use vocabulary from the film when describing their impressions on the questionnaire compared to children who persisted with incorrect responses.
The above research results revealed the educational effects of the film. The findings from questions probing children about their level of interest suggest that although the film succeeds in sparking temporary interest among them, it does not sustain their long-term engagement. The results of the comprehension questions suggest that the film succeeds in improving children′s understanding of the long-term changes in mountain height and the mechanism of spring water. There was a significant relationship between children′s comprehension and the vocabulary in their impressions, indicating that memorable scenes in the film contributed to improved comprehension.