In this study, we developed a method for measuring the temperature lapse rate, assuming a high school learning environment. Aiming for individual students to be able to conduct measurements as much as possible, we devised a method to calculate the temperature lapse rate by using an inexpensive infrared thermometer, combined with cloud base temperature measurements and open data from the Japan Meteorological Agency. Actual measurements were conducted at two locations in the Kanto region, and from 65 measurement results, we frequently obtained values of 0.5–0.6℃/100 m. Furthermore, an examination of measurement accuracy suggested that stable results could be obtained when the cloud base height exceeded 4,000 m.

A method was proposed for miniaturization of teaching material that contributes to understanding of the Earth’s layered structure based on specific gravity. To examine the usefulness of the miniaturization, we made miniaturized teaching material according to the proposal, and conducted a questionnaire survey for citizens of various age groups to compare their impressions of the teaching material before and after the miniaturization. The results showed that the miniaturization improved the usability and safety of the material with only a negligible reduction in its usefulness for understanding the Earth’s layered structure.

At the symposium of the Japan Society of Earth Science Education conference, participants discussed key challenges in school-based earth science education. Four main issue areas emerged: issues related to teachers (including teacher training); issues related to coursework in high schools; issues related to the content of studies in elementary and high schools; and issues related to earth science teaching methods, materials, and tools. Although the participants broadly agreed on the importance of promoting Earth science education, there was no consensus on specific strategies for improvement.