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Volume 50 (2011)
- Issue 6 Pages 279-
- Issue 5 Pages 207-
- Issue 4 Pages 169-
- Issue 3 Pages 133-
- Issue 2 Pages 85-
- Issue 1 Pages 1-
Volume 50, Issue 5
Displaying 1-9 of 9 articles from this issue
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Special Issue on the Symposium “Promotion of education and research in natural history Science”
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Kuniyasu Mokudai2011 Volume 50 Issue 5 Pages 207-208
Published: 2011
Released on J-STAGE: April 27, 2012
JOURNAL FREE ACCESSDownload PDF (244K) -
Hiroshi Ikeda2011 Volume 50 Issue 5 Pages 209-219
Published: 2011
Released on J-STAGE: April 27, 2012
JOURNAL FREE ACCESSI have learned a great deal from the flume study of Ryosaku Kinoshita, and also studied bar formation in a small sediment-feed flume for my doctoral thesis. The flume transformed into a giant sediment re-circulating and sediment feed flume at the Terrestrial Environment Research Center, University of Tsukuba. In addition to field work, I have conducted many flume experiments over the past 40 years, and I have recognized the importance of small laboratory experiments especially for improving one’s eye for seeing landscapes.
Small laboratory experiments, especially those conducted under unsteady and/or three-dimensional conditions, are suitable for improving one’s ability to see landscape development from a historical and a geographical viewpoint. By choosing suitable material, size of model, and intensity of rain or flow to generate a landscape model, we can observe how landscapes are changing and, therefore, how they once were. That gives an eye for animation instead of a still pictures of landscape development.View full abstractDownload PDF (1309K) -
Maki Asano2011 Volume 50 Issue 5 Pages 221-230
Published: 2011
Released on J-STAGE: April 27, 2012
JOURNAL FREE ACCESSSoil education has become more important from the viewpoint of environmental education and land conservation. This article reports on challenges to soil education identified by the Soil Education Committee, Japanese Society of Soil Science and Plant Nutrition. In Japan, soil education is lacking in the curriculum of elementary, junior high, and high schools. The main reasons for this situation are the lack of instructional materials and that there is little chance for many teachers to study about soil during their school days. To overcome this situation, the Soil Education Committee published guidelines and a textbook for soil education that correspond to the government’s new curriculum guidelines of 2008. Soil observation for nature instructors has been organized by committee members, who have also established environmental education programs in local areas. As the next step we should focus more on the problems that exist in the cooperation between teachers and instructors, and we should work to advance soil education in Japan. It also will become more and more important to enhance the partnerships among various scientists of different fields who are interested in soil education.View full abstractDownload PDF (1196K) -
Masahiko Satô2011 Volume 50 Issue 5 Pages 231-242
Published: 2011
Released on J-STAGE: April 27, 2012
JOURNAL FREE ACCESSThis report reviews activities in natural history on Rishiri Island, northern Hokkaido, Japan, from 1888 to 2010. This history is divided into three stages from the early years to the present : (1) botanical or descriptive research by visiting scientists ; (2) a variety of research activities, visiting research teams, and the beginnings of local naturalist activities ; (3) on-going and networked research activities conducted in collaboration by local people and visiting scientists. From this history, it is proposed that natural history activities in a small local area are supported in three ways : (1) by persons, systems or facilities devoted exclusively to the natural history of the area ; (2) in the form of literature and/or specimens as records and references for later research ; (3) by a variety of networks consisting of exchanges of information from inside and outside of the local area.View full abstractDownload PDF (1364K) -
Masao Kosuge2011 Volume 50 Issue 5 Pages 243-251
Published: 2011
Released on J-STAGE: April 27, 2012
JOURNAL FREE ACCESSThe museum experience is a very effective education tool to improve “motivation” for studying or the willingness to learn in any field as well as to acquire knowledge. Since the opening of Iwajuku Museum in 1992, experiential programs have been an important activity. The main theme of the museum is the Paleolithic age of Japan. To learn about this age, we must understand stone implements, which are the only relics found from Paleolithic sites in Japan. The stone tool making experience is a very effective way to improve visitors’ interest in and understanding of stone implements.
The program for studying and experiencing stone tool making was set up in 2000, and has been continuously operating. The program has four steps, “Introduction”, “Demonstration”, “Experiencing stone tool making”, and “Putting things in order”. About 3,000 participants a year experience the program. Most of the participants are the sixth-grade elementary school pupils who are studying the history of Japan for the first time. The aim of teaching at Iwajuku Museum is the Paleolithic age of Japan, the earliest part of that history, and experiential stone tool making plays an important role in the educational purpose of the museum.
An experiential study program like the stone tool making at Iwajuku Museum is part of the humanities field. We not only can study the research process but also can experience the object of that academic field directly. The field of archaeology, which studies “objects” such as relics, has the potential to execute and develop experiential studies. Similarly, museums are educational organizations that treat objects as exhibits. Museum curators and archaeology researchers who are the providers of the experiential programs always have the intention of deepening their practical methods. Moreover, they can use these programs to develop educational activities and contribute to academic development as well. The author thinks that the planning of the experiential program is as important as the enhancement of the contents as an educational activity.View full abstractDownload PDF (1070K) -
Kiyomi Sumida2011 Volume 50 Issue 5 Pages 253-258
Published: 2011
Released on J-STAGE: April 27, 2012
JOURNAL FREE ACCESSIt is difficult for high school students to understand the whole world based only on a textbook and geography lectures based on it. So the author has created varies lesson plans and teaching materials based on the regional materials existing in the students’ hometown, and developed lectures using these teaching materials, which are researched by the author him self. In this report, the author introduces some case-studies, such as the landforms in Tokyo, the river terrace in Oume city, and the Karst landform. Some of these case-studies include field-work conducted by the students. The fieldwork is effective for the students ; however, it involves some difficulties.View full abstractDownload PDF (834K) -
Tadashi Kojima2011 Volume 50 Issue 5 Pages 259-264
Published: 2011
Released on J-STAGE: April 27, 2012
JOURNAL FREE ACCESSDownload PDF (674K) -
Isao Makibayashi2011 Volume 50 Issue 5 Pages 265-269
Published: 2011
Released on J-STAGE: April 27, 2012
JOURNAL FREE ACCESSDownload PDF (689K) -
Maki Koda2011 Volume 50 Issue 5 Pages 271-273
Published: 2011
Released on J-STAGE: April 27, 2012
JOURNAL FREE ACCESSDownload PDF (277K)
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