地学教育の諸問題

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  • 府川,宗雄
    都立千歳高校:日本地質学会地学教育研究委員会
  • 羽鳥,謙三
    都立神代高校:日本地質学会地学教育研究委員会
  • 小林,忠夫
    新潟県立長岡大手高校:日本地質学会地学教育研究委員会
  • 小勝,手夫
    埼玉県立草加西高校:日本地質学会地学教育研究委員会
  • 倉林,三郎
    筑波大学付属高校:日本地質学会地学教育研究委員会
  • 黒田,一武
    新潟県中頚城都柿崎中学校:日本地質学会地学教育研究委員会
  • 増田,孝一郎
    宮城教育大学教育学部地学教室:日本地質学会地学教育研究委員会
  • 中島,啓治
    前橋市立女子高校:日本地質学会地学教育研究委員会
  • 仁科,良夫
    長野県南安曇穂高北小学校:日本地質学会地学教育研究委員会
  • 野村,哲
    群馬大学教養学部地学教室:日本地質学会地学教育研究委員会
  • 斎藤,靖二
    国立科学博物館:日本地質学会地学教育研究委員会
  • 竹越,智
    埼玉県立豊岡高校:日本地質学会地学教育研究委員会
  • 渡辺,隆
    上越教育大学自然系:日本地質学会地学教育研究委員会

書誌事項

タイトル別名
  • Problems on the education of earth science in Japan

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抄録

It is only 30 years since "Earth Sciences" made its debut in the curriculum of senior high school in Japan. This curriculum has brought various results in the education of natural science in Japan, but some problems have been found in the course of its short history. This paper describes these matters taken up in the discussion at the Geological Society of Japan, and the content of the paper includes the problems of elementary education, secondary education, liberal education, and also social education such as the natural section of museums. The problems common to all these education levels are summarized as follows. (1) The history of "Earth Sciences" as the curriculum of natural science is very short in Japan, and its curriculum has often been modified by the change in the thinking on education within governments, society, and also by other elements (Table 1). For that reason the number of the teachers of "Earth Sciences" are less than those of other natural sciences. The equipment and facilities for education in "Earth Sciences" are poorer than those for other subjects, also. Consequently students have less opportunity to learn "Earth Sciences", in spite of the fact that many wish to study earth sciences. (2) The study of "Earth Sciences" usually starts from the observation of natural materials and phenomena in the field. However, it is difficult to teach "Earth Sciences" in the above-mentioned way because of the present school curriculums. (3) The students in Japan spend too long hours preparing for their entrance examinations. Therefore, many of them are low in fundamental scholastic attainments and practical exercises, and also they are not so much interested in natural phenomena. They can not make proper approach to "Earth Sciences" as well as to other natural sciences. Neither can they learn nature itself nor try ovservations of nature and experime nts. They are obliged to learn by heart what is written in their texts. (4) Natural landscape has been destroyed by land development, therefore children lost their playground and it is difficult for them to study earth science and nature from experiences in their every-day-life. Indeed it is a serious problem in education itself, but we realy wish to solve these problems through positive, energetic and continuous activities of the teachers of "Earth Sciences". And we are sure to solve them, based on the characters of "Earth Sciences", as follows. (i) Children and students are to be educated through their own experience by means of observation of natural phenomena. (ii) People lay much hope on the setting of education about these problems, including environment disruption, shortage of resources and protection from natural disaster.

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