5:15 PM - 7:15 PM
[MZZ45-P12] Inquiry-based learning activities in geoparks and their effects 3 -The effects of problem-solving learning-
Keywords:Mt. Chokai & Tobishima Island Geopark, Inquiry-based learning, Problem-solving learning
The presenter has previously presented a case study examining the educational effectiveness of inquiry learning activities conducted at Yuza Town Public Junior High School (hereafter referred to as Yuza JHS) in Yuza Town, Yamagata Pref... In this presentation, I implemented a different inquiry-based learning program at the school in 2024 and consider the effects by comparing with the questionaries results of the past two years,
In the 2024, students of Yuza JHS were given the opportunity to experience the flow of inquiry learning by carrying out activities to solve two themes, "Is the water temperature of the river the same or different in the upper, middle, and lower reaches?" and "Is the amount of spring water that springs up in Yuza Town the same or different everywhere?" before the summer vacation. From September onwards, students carried out activities based on their own inquiry learning themes, hypotheses, and verification methods, and compiled their results.
The data comparing the same questionnaire (modified from Fujioka et al. (2023)) administered to students before the inquiry-based learning activity began (May 2024) and after it ended (January 2025) shows that the number of students who responded that they “can (somehow) explain what the geopark program is,” “it is valuable,” “I am satisfied with learning about geoparks,” and “learning about geoparks is fun” increased. On the other hand, the number of students who felt that "Geopark learning is difficult" increased, but the number of students who said "I want to know more about Mt. Chokai-Tobishima Geopark" decreased. These are same trends from the past two years, but the increase in satisfaction with geopark learning and the rate of increase in students who felt it was "fun" was the largest ever. This suggests that the problem-solving learning conducted before the summer vacation led to students' understanding of the process of inquiry learning activities.
In 2024, a survey of students' attitudes toward inquiry learning activities was also conducted. Of the sequence of inquiry learning activities, which consisted of "setting a theme," "forming a hypothesis," "considering methods," "implementation," "summarizing results," "considering," and "presenting," students found "considering" to be the most difficult, followed by "forming a hypothesis." On the other hand, it became clear that students rather enjoyed "setting a theme," "considering methods," and "presenting," which was a result different from initial assumptions. This result suggests that students enjoyed the process of deriving their own conclusions through collaboration with friends, which is difficult to do in regular classes.
However, despite the fact that inquiry learning activities were carried out using the local resources of Mt. Chokai & Tobishima Island Geopark, the students' interest in the Geopark has not deepened, which is a major issue. It is necessary to come up with some ideas or mechanisms to connect the feeling that "studying geoparks is fun" to geopark activities.
In the 2024, students of Yuza JHS were given the opportunity to experience the flow of inquiry learning by carrying out activities to solve two themes, "Is the water temperature of the river the same or different in the upper, middle, and lower reaches?" and "Is the amount of spring water that springs up in Yuza Town the same or different everywhere?" before the summer vacation. From September onwards, students carried out activities based on their own inquiry learning themes, hypotheses, and verification methods, and compiled their results.
The data comparing the same questionnaire (modified from Fujioka et al. (2023)) administered to students before the inquiry-based learning activity began (May 2024) and after it ended (January 2025) shows that the number of students who responded that they “can (somehow) explain what the geopark program is,” “it is valuable,” “I am satisfied with learning about geoparks,” and “learning about geoparks is fun” increased. On the other hand, the number of students who felt that "Geopark learning is difficult" increased, but the number of students who said "I want to know more about Mt. Chokai-Tobishima Geopark" decreased. These are same trends from the past two years, but the increase in satisfaction with geopark learning and the rate of increase in students who felt it was "fun" was the largest ever. This suggests that the problem-solving learning conducted before the summer vacation led to students' understanding of the process of inquiry learning activities.
In 2024, a survey of students' attitudes toward inquiry learning activities was also conducted. Of the sequence of inquiry learning activities, which consisted of "setting a theme," "forming a hypothesis," "considering methods," "implementation," "summarizing results," "considering," and "presenting," students found "considering" to be the most difficult, followed by "forming a hypothesis." On the other hand, it became clear that students rather enjoyed "setting a theme," "considering methods," and "presenting," which was a result different from initial assumptions. This result suggests that students enjoyed the process of deriving their own conclusions through collaboration with friends, which is difficult to do in regular classes.
However, despite the fact that inquiry learning activities were carried out using the local resources of Mt. Chokai & Tobishima Island Geopark, the students' interest in the Geopark has not deepened, which is a major issue. It is necessary to come up with some ideas or mechanisms to connect the feeling that "studying geoparks is fun" to geopark activities.