5:15 PM - 7:15 PM
[O08-P05] A trial of inquiry-based learning by using CO2 sensor 3rd report: Practice at Tokyo Metropolitan Chofu-Kita High School
★Invited Papers
Keywords:inquiry-based activities, CO2, Bacillus subtilis natto, space agriculture, digital literacy
This presentation follows the 2023 and 2024 JPGU sessions titled "Route to Astrobiology: A Trial of Inquiry-Based Learning in High Schools," highlighting practical examples from Tokyo Metropolitan Chofu-Kita High School. Designated a Tokyo Metropolis science and mathematics research school in 2015, Chofu-Kita High School initiated "the period of integrated study" in 2020, leading among Tokyo metropolitan high schools. The school fosters an environment for inquiry activities that spark students' scientific curiosity by developing unique seminar activities for second-year students' individual research projects, including a "Science Seminar."
To give first-year students practical experience in inquiry-based experiments, the "Kitchen Earth Science" class was held in 2023 and 2024, under Professor Kei Kurita from the Institute of Science Tokyo. For instance, in the "Experiment Using a Carbon Dioxide Sensor" class, students assess the growth of Bacillus subtilis natto via CO2 concentrations to understand "the survival conditions of microorganisms to create soil on Mars." Conducted over four sessions, students connect CO2 sensors to their smartphones, download data, alter culture conditions, and ultimately present their findings. This method engages students in topics like climate change and offers digital skills development, with themes such as "space farming," "Bacillus subtilis natto," and "carbon dioxide" providing a broad scope for inquiry. The 2023 cohort pursued a year-long project titled "Let's Create Degradable Fibers!"
Balancing teacher guidance in inquiry activities is challenging; excessive guidance may cause boredom in students, while appropriate guidance enhances the quality of inquiry. Teachers provide essential background and intriguing preliminary knowledge, but let students think independently during experimentation. In 2023, student presentations were mostly low enthusiasm, but 2024 showed marked improvement when presentations included questions like "Why did you choose that substance?" and "What is the basis for trusting the experiment results?"
Implementing inquiry activities in high schools requires balancing students' learning processes and teachers' guidance. Students must internalize their thinking processes over time through inquiry activities, despite their need to prepare for university admissions. Textbooks on inquiry outline thinking processes, but curiosity drives inquiry, as in "How does XX work?" and "What happens if we do YY to ZZ?" This class structure allows students to conduct original experiments with unknown outcomes while learning the background of the research. By sparking curiosity in unknown themes, teachers provide pivotal guidance that excites and motivates students to explore further.
The methodologies learned from this experimentation benefit inquiry activities and regular classes. The 2023 activities were funded by the Tokyo Metropolis, while the 2024 activities were funded by the Ministry of Education, Culture, Sports, Science, and Technology. We extend our deep gratitude to all who provided these invaluable opportunities for our students.
To give first-year students practical experience in inquiry-based experiments, the "Kitchen Earth Science" class was held in 2023 and 2024, under Professor Kei Kurita from the Institute of Science Tokyo. For instance, in the "Experiment Using a Carbon Dioxide Sensor" class, students assess the growth of Bacillus subtilis natto via CO2 concentrations to understand "the survival conditions of microorganisms to create soil on Mars." Conducted over four sessions, students connect CO2 sensors to their smartphones, download data, alter culture conditions, and ultimately present their findings. This method engages students in topics like climate change and offers digital skills development, with themes such as "space farming," "Bacillus subtilis natto," and "carbon dioxide" providing a broad scope for inquiry. The 2023 cohort pursued a year-long project titled "Let's Create Degradable Fibers!"
Balancing teacher guidance in inquiry activities is challenging; excessive guidance may cause boredom in students, while appropriate guidance enhances the quality of inquiry. Teachers provide essential background and intriguing preliminary knowledge, but let students think independently during experimentation. In 2023, student presentations were mostly low enthusiasm, but 2024 showed marked improvement when presentations included questions like "Why did you choose that substance?" and "What is the basis for trusting the experiment results?"
Implementing inquiry activities in high schools requires balancing students' learning processes and teachers' guidance. Students must internalize their thinking processes over time through inquiry activities, despite their need to prepare for university admissions. Textbooks on inquiry outline thinking processes, but curiosity drives inquiry, as in "How does XX work?" and "What happens if we do YY to ZZ?" This class structure allows students to conduct original experiments with unknown outcomes while learning the background of the research. By sparking curiosity in unknown themes, teachers provide pivotal guidance that excites and motivates students to explore further.
The methodologies learned from this experimentation benefit inquiry activities and regular classes. The 2023 activities were funded by the Tokyo Metropolis, while the 2024 activities were funded by the Ministry of Education, Culture, Sports, Science, and Technology. We extend our deep gratitude to all who provided these invaluable opportunities for our students.