2:15 PM - 2:30 PM
[G04-03] Maruyamadai J.H.S of science education a modern approach to teaching geoscience of practical report
The importance could be the way of observing the sky to learn about the atmosphere. They might become interested in clouds and want to be able to classify them, if students observe the sky. In junior high school science studies, however, conducting meteorological observations and learning about the state of the atmosphere throughout the year is subject to time constraints as there are other unit studies as well. Therefore, I set a learning through the task “Creating an original cloud encyclopedia by observing clouds classified into the 10 types of clouds by themselves” using Chromebook.
It is necessary to consider and implement learning through the tasks in which students of assignment the initiative, and to consider their effects. That is the reason why it could be almost no specific learning through the task that can be used to measure “an attitude of proactively approaching learning.'' It just states the necessity to appropriately set up situations in which children reflect on their leaning with an anticipation through the context of units or subject matters, even in the future directions on improving the learning evaluation of the Ministry of Education, Culture, Sports, Science and Technology, despite the fact that 4 years have passed since learning evaluation in Japanese junior high schools changed to three perspectives. Therefore, the various methods on this in the future should be considered more deeply and precisely as soon as we can.
This report would tell how to create an “original cloud encyclopedia”, and includes some ideas for students to work on it independently; e.g. the period for working on an assignment and the presentation of a rubric. Recently, class proposals using applications such as LoiLoNote School have been released; e.g. it shows how students can take pictures of the sky in class, examine and classify types of clouds, and learn how to link the pictures they have taken with weather maps. With these methods, however, it is difficult for students to realize the relationship between changes in the sky, seasons, and time. Therefore, it could be that the method presented seem help us to “natural phenomena for a temporal and spatial perspective.”
It would be important for students to long-term observe a variety of clouds. Furthermore, it important to create opportunities for students to think about the sky on their own; e.g. they can decide or consider the season, time of a day, location of observation and so on. It could lead them to keep on learning through the task by observing the sky. For the next task, we need to investigate the effects of the learning through task introduced this time in order to show that it is important for students to learn through hands-on experience.
It is necessary to consider and implement learning through the tasks in which students of assignment the initiative, and to consider their effects. That is the reason why it could be almost no specific learning through the task that can be used to measure “an attitude of proactively approaching learning.'' It just states the necessity to appropriately set up situations in which children reflect on their leaning with an anticipation through the context of units or subject matters, even in the future directions on improving the learning evaluation of the Ministry of Education, Culture, Sports, Science and Technology, despite the fact that 4 years have passed since learning evaluation in Japanese junior high schools changed to three perspectives. Therefore, the various methods on this in the future should be considered more deeply and precisely as soon as we can.
This report would tell how to create an “original cloud encyclopedia”, and includes some ideas for students to work on it independently; e.g. the period for working on an assignment and the presentation of a rubric. Recently, class proposals using applications such as LoiLoNote School have been released; e.g. it shows how students can take pictures of the sky in class, examine and classify types of clouds, and learn how to link the pictures they have taken with weather maps. With these methods, however, it is difficult for students to realize the relationship between changes in the sky, seasons, and time. Therefore, it could be that the method presented seem help us to “natural phenomena for a temporal and spatial perspective.”
It would be important for students to long-term observe a variety of clouds. Furthermore, it important to create opportunities for students to think about the sky on their own; e.g. they can decide or consider the season, time of a day, location of observation and so on. It could lead them to keep on learning through the task by observing the sky. For the next task, we need to investigate the effects of the learning through task introduced this time in order to show that it is important for students to learn through hands-on experience.