This paper focuses on learning about the association between weather and meteorological disasters in lower secondary science. On “weather and its changes” in Grade 2, a content analysis, which noted words and phrases associated with precipitation in the textbooks, was carried out. Focusing on words and phrases associated with the intensity and amount of precipitation, which is closely related to weather disasters, the usage frequency of words and phrases was found to differ significantly across the textbooks. Among the words and phrases associated with the intensity and amount of precipitation, usage of the phrases “precipitation amounts,” “heavy rains,” and “rainfall amounts” in the main text was limited to certain textbooks. Based on these findings, we inferred that the contents associated with the intensity and amount of precipitation, as well as their variety of expressions and the degree of emphasis, varies greatly depending on the textbook, based on the concept of content analysis. Based on objective and reproducible data, we could clarify points to discuss with respect to content on precipitation in the textbooks and how to deal with them.

We developed the following new teaching materials: 1) an easy method for the generation of pseudo magma on a desk; and, 2) a folding 3D model for learning about rivers and flood prevention. Furthermore, we developed a teaching program for use in classroom study by sixth-grade elementary students dealing with “formation and change of land” by utilizing these new teaching materials and a precedent study. The teaching program we developed can be conducted indoors and the preparations are easy. It was concluded that this teaching program enhanced children’s interests in earth science and increased their capacity and ability in the new guidelines on teaching.

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.

This paper explains the method and gives practical examples of mobile observations of local temperature distribution using a smartphone app. Until now, to carry out mobile observations, it was necessary to accurately record temperature and observation position, and the more data observed, the greater the amount of work. However, by using a digital thermometer and a GPS logger, it is now possible to obtain dense data without operating any equipment during the actual observation. Temperature data can be easily drawn on a map using free GIS software, and the differences in temperature are studied by comparing the results with the environment of the observation route.