抄録
Existing learning tools involving images have a risk of creating false perceptions due to inappropriate editing. This problem can be resolved by using unprocessed and unedited image archives openly available on the Internet. However, there is still no proven approach for providing learning tools using such image archives. The objective of this study was to examine the development of phenology observation learning tools using unprocessed and unedited image archives. For this study, learning tools using unprocessed and unedited image archives collected since 1995 in the University Forest in Chichibu (the University of Tokyo) were used on a trial basis for phenology observation studies at three elementary schools. The reactions of the pupils were videotaped, and the resulting responses of the teachers and pupils were analyzed. We also performed textual analysis of the pupils’ post-lesson statements about their impressions. As a result, the following three development courses were revealed. First, over a time scale of one year, learning tools that asked pupils to observe more detailed changes based on their previous experience were recommended. Second, in expanding the time scale from one to two years, it was found desirable to include learning that supported the expansion of a time scale including immediate experience. Finally, for multi-year phenology observation, we found it necessary to clearly convey to teachers and pupils that inter-annual variations of phenology were observable, and that long-term trends were not evident.
