2021 Volume 73 Issue 4 Pages 89-106
In this study, we developed a new field study program that focuses on the experiences and reflections of students participating in a pre-service science teacher education course in order to acquire their perspectives on geological observations. This program was based on pedagogical knowledge and consisted of four main field observation activities, including columnar section-making activities at three outcrops of the Miocene Togane Formation in southwest Japan, as well as reflection activities, including a post-field-observation questionnaire. Analyses of student-made geological columns and questionnaire responses indicated that geological observations of actual outcrop strata with comparisons of expert-drawn schematic columnar sections of the outcrop were effective in acquiring observational perspectives. Furthermore, observation activities designed for the reciprocal processes of externalization and internalization were found to foster proactive learning in students. Making a comparison of self-made geological columns drawn during each stage of the field program made students aware of changes in the column descriptions and showed them what they learned during the program.
