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[G01-04] Study of student’s behavior about participating the earth science program outside school
★Invited Papers
Keywords:Field excursion, education for younger generation
The importance of high school research, including Earth Science, has increased since the launch of the Super Science High School (SSH) program in 2002. Some students who participated in the Earth Science program during their high school years go on to university and choose Earth Science courses as their field of study. Based on this experience, each author continues to conduct field excursions for high school students.
In this study, we analyzed how participating students learned about the training program and what motivated them to participate. The analyzed students took part in field excursions at the Yu-no-Oku gold mining ruins in Yamanashi Prefecture from 2022 to 2024.
We collected data from students, including their residential area, type of school, grade level, reasons for participation, evaluation of the field excursion, desired career path, and parental questionnaire responses, and categorized them accordingly.
# The largest group of participants consisted of junior high school students from combined junior and senior high schools. This suggests that these students have more time before taking university entrance exams, as they do not need to take an entrance exam of senior high school. Additionally, these students tend to have more knowledge of science compared to students from three-year high schools.
# The next largest group was students from three-year senior high schools. However, the number of participants from each three-year high school in their residential areas was significantly smaller than that of students from combined schools. This is likely due to the fact that while the number of three-year high schools is large, students often find it difficult to participate in science programs outside their school due to club activities and the overall school atmosphere.
# It is important to integrate the knowledge students acquire in school to deepen their understanding through field excursion programs. Addressing this issue may contribute to students' research development.
Our findings suggest a significant relationship between students, parents, and schools in the application process. Parents support students not only financially but also emotionally.
Although our current dataset includes only 25 students, and more data is needed for reliable conclusions, it is notable that the largest number of participants came from combined junior and senior high schools. These schools tend to have highly specialized science teachers and better alignment between students and field excursion programs. Additionally, parental support plays a crucial role in encouraging students' voluntary participation. Many students decide to apply for the field excursion based on whether their teachers and parents believe the program is safe and intellectually stimulating.
# It is important to provide teachers with detailed information about the field excursion, including its objectives and geological background, even if some content may be too advanced for high school students.
# The program should be presented positively to both teachers and parents, emphasizing its safety and reliability. If families actively support students in studying Earth Science, it may become easier for students to consider pursuing a career in this field.
One concern is the lack of highly specialized Earth Science teachers in high schools. This may be why so many junior high school students from integrated schools participate in the program. There are several possible solutions, and we should consider implementing multiple measures to address this issue.
In this study, we analyzed how participating students learned about the training program and what motivated them to participate. The analyzed students took part in field excursions at the Yu-no-Oku gold mining ruins in Yamanashi Prefecture from 2022 to 2024.
We collected data from students, including their residential area, type of school, grade level, reasons for participation, evaluation of the field excursion, desired career path, and parental questionnaire responses, and categorized them accordingly.
# The largest group of participants consisted of junior high school students from combined junior and senior high schools. This suggests that these students have more time before taking university entrance exams, as they do not need to take an entrance exam of senior high school. Additionally, these students tend to have more knowledge of science compared to students from three-year high schools.
# The next largest group was students from three-year senior high schools. However, the number of participants from each three-year high school in their residential areas was significantly smaller than that of students from combined schools. This is likely due to the fact that while the number of three-year high schools is large, students often find it difficult to participate in science programs outside their school due to club activities and the overall school atmosphere.
# It is important to integrate the knowledge students acquire in school to deepen their understanding through field excursion programs. Addressing this issue may contribute to students' research development.
Our findings suggest a significant relationship between students, parents, and schools in the application process. Parents support students not only financially but also emotionally.
Although our current dataset includes only 25 students, and more data is needed for reliable conclusions, it is notable that the largest number of participants came from combined junior and senior high schools. These schools tend to have highly specialized science teachers and better alignment between students and field excursion programs. Additionally, parental support plays a crucial role in encouraging students' voluntary participation. Many students decide to apply for the field excursion based on whether their teachers and parents believe the program is safe and intellectually stimulating.
# It is important to provide teachers with detailed information about the field excursion, including its objectives and geological background, even if some content may be too advanced for high school students.
# The program should be presented positively to both teachers and parents, emphasizing its safety and reliability. If families actively support students in studying Earth Science, it may become easier for students to consider pursuing a career in this field.
One concern is the lack of highly specialized Earth Science teachers in high schools. This may be why so many junior high school students from integrated schools participate in the program. There are several possible solutions, and we should consider implementing multiple measures to address this issue.