2024 Volume 65 Issue 1 Pages 33-44
In this study, considering the cultivation of “zest for life” in the age of VUCA, we reexamined the contents and methods of learning about volcanic activity in elementary and junior high school science education in Japan. Since the Meiji era, study on this topic has focused on natural phenomena such as the types and properties of igneous rocks in conventional science education, from the perspective of current trends in the educational world. In the case of volcanic disasters caused by sudden eruptions in recent years, knowledge linked to disaster prevention, such as awareness of the meaning of eruption warning levels, is required, even while taking into account the limitations of prediction. Technical and engineering aspects are also indispensable to understand the disaster prevention systems for predicting volcanic eruptions. Furthermore, educational activities related to volcanoes are expected to be conducted from the perspective of ESD including perspectives such as religious and cultural backgrounds, and from the SDGs, which aim to leave no one behind in the face of disasters. Geoparks with regional uniqueness and volcano museums linked to geoparks can serve as venues that provide scientific learning with respect to ESD and the SDGs. Based on the Course of Study, there is a possibility of creating new learning opportunities to foster a “zest for life” outside of school. This discussion suggests that volcanoes can serve as specific educational content that can be handled from the viewpoint of curriculum management and as cross-curricular educational content related to various contemporary issues. At the same time, from the perspective of integrating the humanities and sciences in STEAM education, we have shown that volcanic activities can contribute to cultivating a “zest for life” a from the compulsory education stage in the age of VUCA.
