To what extent do experiential activities of rice farming meet the aim of the Period for Integrated Studies?

Abstract

This study examined the extent to which experiential activities of rice farming were able to meet the aim of the Period for Integrated Studies (PFIS). It explored via qualitative research the notion that children learn from experiential activities of rice farming by undertaking such activities. Study 1 involved 55 fifth-grade elementary school students who experienced a series of experiential activities of rice farming, which expanded their awareness, allowed them to understand various aspects of rice farming, and changed their thinking and behavior. Study 2 involved 542 fifth-grade elementary school students who undertook experiential activities of rice farming in a different environment of a number of activity processes. They gained knowledge through “cooperative learning” and had a positive learning experience, especially from harvesting. It appears important for children to experience the work processes in a rice field of a sufficient size. These results suggest that when children undertake experiential activities of rice farming, they can be the “driving force” that produces proactive learning that is expected from them in the PFIS.