“promoting GeoScience education worldwide”

GeoSciEd IX 2022
Shimane, Japan

Proceedings
Hii River, Izumo
ShimaneNeogene sedimentary rock,
Izumo, Shimane

Tottori Sand Dunes, Tottori

Iwami Silver MineOda, Shimane

Rosoku-Jima Island
Oki, Shimane
ローソク島

Itsukushima Shrine,
Hiroshima

Lake Shinji and Yomegashima Island, Matsue, Shimane

Main Theme：Geoscience Education for Sustainabilityth& the 76 JSESE Annual Assembly

21-24 August 2022
Kunibiki Messe (Shimane Prefectural Convention Center)“promoting GeoScience education worldwide”

GeoSciEd IX 2022
Shimane, Japan

Proceedings
Main Theme：Geoscience Education for Sustainabilityth& the 76 JSESE Annual Assembly
Organizer / International GeoScience Organization (IGEO)
Promoter / Japan Society of Earth Science Education (JSESE)
Japan Earth Science Olympiad Committee
Support / Ministry of Education, Culture, Sports, Science and Technology (MEXT) /Shimane University / Shimane prefectural board of Education / Tottori prefectural boardof Education / National Association of Upper Secondary School Principals / All Japan
Junior high school Principalsʼ Association / Japan Federation of Primary School
Principals Association / JAPAN PRIVATE HIGH SCHOOL FEDERATION / Matsue cityboard of Education / Izumo city board of Education / Okinoshima-Town bord of
Education / Oda City bord of Education / All Japan NATURAL SCIENCE Department,
Senior High School Culture Clubs Federation / Japan Junior high schools Science
Education Society / Japan Primary School Council of Science Study / Shimane
Prefecture Senior High School Council of Science Education / Shimane Prefecture Juniorhigh school and Primary School Science Education Society / Shimane Peninsula andShinjiko Nakaumi Estuary Geopark / Oki Islands UNESCO Global Geopark / Sanʼin Kaigan
UNESCO Global Geopark / The Shimane Nature Museum of Mt. Sanbe /MONUMENT MUSEUM KIMACHI STONE / Geological Society of Japan / VolcanologicalSociety of Japan / Meteorological Society of Japan / Japan Geoscience Union /Tokyo Geographical Society / Society of Japan Science Teaching /Japan Society of Physics and Chemistry Education

21-24 August 2022
Kunibiki Messe (Shimane Prefectural Convention Center)

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Contents
Greetings from the IGEO President…2

Welcome note from the chairperson of Local Organizing Committee…3

Greetings from the Host

…4

Schedule of GeoSciEd IX
Venue
Abstract format description…5

Keynote Presentation Abstract…7

Oral Presentation Abstract
Venue Multipurpose Hall (MH)Venue Small Hall (SH)

…10
…29

Poster Presentation Abstract…47

Junior Poster Presentation Abstract…85

International Symposium Abstract…90

Executive Committee List

…105

1

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Greetings
Dear participants of the IX GeoSciEd conference,
Our common passion for geoscience education brings all of us here to attend this conference,both virtually and in-person. We are here to share and discuss our research, best practices, andinsights. To do so in an international environment with so many differents social and cultural
backgrounds is an enrichment experience for all of us in and of itself.
Our theme this year is Geoscience Education for Sustainability. Global challenges like climatechange, energy and food security, and plastic pollution call for urgent action by humanity, andgeoscience education is a fundamental actor in that process.
We are all aware of the importance of geoscience education for facing our many global challenges.
We are also equally aware of the large challenge of bringing geoscience education into ournational school curricula and educational systems. How do we impact the stakeholders whomake key decisions for national and global education? With a coordinated and joint global effort
of many researchers and educators, such as all of you, we can positively impact these curriculardecisions. I hope that this conference is an opportunity to create and strengthen professional andscientific collaborations, and even international freindships, that can bring this goal to fruition
over the next half decade.
All of what we are doing this week is possible because of the people who started the International
Geoscience Education Organization (IGEO) more than 20 years ago and have been successful inrecruiting talented new people to help spread our message. Sadly, in the last few months, someof the people who founded IGEO have passed away. We gladly remember and celebrate during
this conference the memory of Chris King, the first IGEO Chair, and Ian Mckay who gave a great
contribution to the organization of the VI GeoScied in 2010.
I'd like to extend a special thanks to the Japanese organizing comittee for the great effort that they
have made in organizing this event, especially during such trying times as we've seen over the
past few years as a result of the pandemic. We really appreciate all our participants, including
our online participants connecting from all over the world. We have great expectations for ourconference activities and field trips and I hope that all of you, no matter where you are, learn fromand enjoy this conference.
Campinas, 29/07/2022
IGEO Chair 2018-2022
Roberto Greco2

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Welcome note
Since the first pilot meeting at Southampton, UK in 1990, the 2022 GeoSciEdIX in Matsue, Japanis a first GeoSciEd in Eastern Asia. I would like to extend my sincere welcome to all participantsin such a COVID global infection situation as a chairperson of GeoScieEdIX LOC.
This time, GeoSciEd IX was co-sponsored by the Japan Society of Earth Science Education,
which was established in 1948. The Japan Society of Earth Science Education has nearly 500
members, publishes the academic journal "Education of Earth Science" four times a year, andholds a national convention once a year in the summer. It is no exaggeration to say that it is the
only academic organization related to earth science education in Japan.
GeoSciEdVIII was held in Campinas, about 50 km away from Sao Paulo, Brazil. The Japaneseteam, which had previously planned to "invite GeoSciEd to Japan," formed an invitation teamwith the support of the Matsue Convention Bureau and participated in the Brazilian congress.
When GeoSciEd was held, I was thinking of holding the Japan Society of Earth Science
Education at the same time, so it was a great opportunity for me. However, to be honest, I wasworried that communication with people from overseas would be successful because theconference of the Japan Society of Earth Science Education will be announced in Japanese.
However, that worry turned out to be useless.
As you all know, it was a conference where the presentations of geoscience educators in Brazil
and the presentations of GeoSciEdVIII were held in the next classroom. The domesticpresentation was only in Portuguese, and I could only guess by looking at the presentation slides
because I don't understand Portuguese, but I could feel the passion of Brazilian educators forgeoscience education. This is possible, and I am convinced of the success of the joint holding of
GeoSciEdIX and the Japan Society of Earth Science Education. In addition, Japan held the 10th
IESO Mie in 2016, and after the Earth Science Olympiad, it received high praise from home andabroad. It is one of the supporting organizations for GeoSciEdⅨ.
Sanin, centered on Matsue, has many scenic spots and is a mysterious place for Japanese people.
Because Sanin is also the stage of Japanese mythology that tells the beginning of the country. In
this era when it began to be called the Anthropocene, earth science education that can be spoken
from a global perspective is becoming more and more important. We hope that all the participants
will understand the current situation and development of earth science education in Japan andfeel the heart of the Japanese people who are the basis of it.
Chairperson of Local Organizing Committee
Dr. Ken-ichiro Hisada

3

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Greetings from the Host
From August 21st to 24th, 2022, the 9th International Conference on Geoscience Education(GeoSciEd IX) by IGEO is held in Matsue City, Shimane JAPAN. At the same day, different time,same place, the 76th Annual Assembly of Japan Society of Earth Science Education will be held.
We would like to express my heartfelt gratitude to all participants in the above Conference.
Shimane Prefecture is a place in Japanese history where you can feel the romance of eternity fora long time of the human and the earth, as told in the Izumo myth. Shimane Prefecture consistsof the Izumo, Iwami, and Oki regions. GeoSciEd IX will be held at "Kunibiki Messe" located in
Matsue City, that is, in the Izumo region. In addition, the Iwami region (World Heritage Iwami
Ginzan Silver Mine) and the Oki region (Oki Dogo Island, the UNESCO Global Geopark) will
be added as field excursion sites, and all Shimane will welcome you. And more, we have prepared
geological excursions related to disaster prevention at many sites, including Miyajima, a World
Cultural Heritage Site, in Hiroshima Prefecture, and geological excursions in the San'in Kaigan
UNESCO Global Geopark, including the Tottori Sand Dunes, in Tottori Prefecture.
We have set "Geoscience Education for Sustainability" as the theme of this conference. This is
the same as the theme of the annual Assembly of Japan Society of Earth Science Education. There
are two reasons for choosing this theme. One is, as climate change progresses rapidly, thefrequency of weather disasters and landslide disasters is increasing. With the addition ofearthquake disasters, volcanic disasters, and the other related geological disasters, disasterprevention and mitigation education is extremely important as part of geoscience education.
Another one is, there is a problem of lack or absence of teachers who teach earth science in highschools in Japan. We would appreciate it if the participants could be aware of the theme of theconference, share information, and have discussions during the oral and poster presentations andgeological field excursions during the conference.
We hope that this conference will greatly contribute to the development of "Geoscience Educationfor Sustainability".
Thank you for all the organizations and individuals who have sponsored and supported thisconference.
General Coordinator
Ichiro Matsumoto

4

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Schedule of GeoSciEd IX
MH: Multipurpose Hall, SH: Small Hall
JST

UTC/
GMT

BRT

8:00 23:00

20:00

9:00

21:00

0:00

19-20 August

21 August

22 August

23 August

24 August

25 August(Sunday)(Monday)(Tuesday)(Wednesday)(Thursday)

JSESE Registration（地学教育学会島根
大会受付）

10:00
11:00

1:00
2:00

22:00
23:00

JSESE Oral
Presentations(口頭発表：16件）
MH, SH

12:00

3:00

0:00

13:00

4:00

1:00

14:00

5:00

2:00

Poster Presentation(inc. High school

Symposium on

students) MH

Disaster

ポスター発表Prevention

高校生ジュニアポス MH
ター発表

Lunch（昼食）
Lunch（昼食）

Lunch（昼食）

JSESE Annual
General Meeting
JSESE Oral

Pre15:00

6:00

16:00

7:00

3:00 Conference
4:00 Field
Excursions
・San'in
Geopark

17:00
18:00

・Hiroshima

8:00

5:00

9:00

6:00 HeritageWorld（総会） MH

Presentations
GeoSciEd9

JSESE(口頭発表：32件）
MH, SHon-siteCouncil
Registration meeting（地MHPresentation

Conference Field
Excursion(Shimane
Geopark)

Icebreaker Party

Post-Conference
Field Excursions
・Oki
Geopark(25-27
Aug)・Iwami Silvermine World（基調講演） MH

学教育学会
評議員会）

KeynoteDuringHeritage

閉会行事（ミニ懇親会）MH
17:00~18:30(18:30~)Greeting(18:40~)from the Mayer ofOral Presentations

Matsue City 松江市長 (13 persons / 20m
挨拶
19:00 10:00

7:00

Opening Ceremony(30m) MHeach) MH/SH

Oral Presentations(6 persons / 20m
Conferenceeach) MH/SH
20:00 11:00

8:00

21:00 12:00

9:00

Dinner at Matsue

Keynote Presentation(45m) MH

Oral Presentations (10persons / 20m each)
MH/SH

Vogel Park

IGEO/IESO Assembly

Oral Presentations

IESO 2022(6 persons / 20m

Online (Italy),each) MH/SH

21:30~
Closing Ceremony(30m) MH

22:00 13:00

10:00
Orange: GeoSciEd9 (onsite-online hybrid conference)
Green: JSESE (Japan Society of Earth Science Education) Annual Meetings in Japanse language
Yellow: GeoSciEd9 / JSESE Joint Program
Blue: Symposium on Disaster Prevention

5

Opening
CeremonyIX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Venue
Kunibiki Messe (Shimane Prefectural Convention Center)Main room: Multipurpose Hall (MH) (200 seats)
Sub room: Small Hall (SH) (120 seats)
Poster session: near the entrance of the Multipurpose Hall
Sponsors Booth: near the entrance of the Multipurpose Hall

Abstract format description
Title of abstract
Author names ( A. B. Last name1*; C. D. Last name2) * Corresponding author
Address of the Institution (1EEE, 2FFF)
E-mail of corresponding author

The main text. ……………

Keywords:
References:6

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Keynote presentation abstract
19:15~20:20, Sunday, 21st August.
Keynote speaker Prof. HAYASHI Shintaro
Multipurpose Hall (Zoom)

7

Keynote Presentation
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Kitchen Volcano Experiment
Shintaro Hayashi
Akita University
1-1 Tegata-Gakuen-machi, Akita City, 010-8502, Japan
shayashi@gipc.akita-u.ac.jp

There are 111 active volcanoes in Japan. Numerous disasters have occurred because of theireruptions, which is why the Japan Meteorological Agency continuously monitors fifty of these
active volcanoes. In the 2014 eruption of Mt. Ontake, located on the border of Nagano and Gifu
prefectures (approximately 210 km west of Tokyo), fifty-eight people died and five were reported
missing due to scattered high-speed rock impacts from the phreatic eruption[1].
Volcanic phenomena are infrequent and large-scale; thus, it is difficult to observe volcanic
eruptions in classrooms. Furthermore, visual materials and verbal explanations are not sufficientfor children to understand the eruptive phenomena of volcanoes.
The kitchen volcano experiment, which is a model volcanic eruption experiment that uses
familiar materials found in the kitchen, was developed to overcome this difficulty. In kitchen
volcano experiments, various model volcanic eruptions are created using common kitchen
ingredients such as chocolate, cocoa, and mayonnaise. This allows eruptive phenomena including
lava flows, pyroclastic flows, plume columns, debris avalanches, and volcanic mudflows to beobserved, facilitating children’s understanding of volcanic phenomena through observation ofrealistic models.
Effectiveness of the Kitchen Volcano Experiment
The kitchen volcano experiment allows children to experience volcanic phenomena. Children
can easily visualize volcanic eruptions by performing in person model experiments. The use offood items in the kitchen volcano experiment was unexpected for the children and easily captured
their interest. Kitchen volcano experiments are safe because they use food items, althoughconsideration should be given to children with allergies to certain foods.
Various kitchen volcano experiments
Mentos cola experiment: Highly viscous magma often causes explosive eruptions. This iscaused by the fuming of volcanic gases (mainly water vapor) dissolved in the magma, which
increases the magma's apparent volume and causes it to erupt vigorously as fragments from thecrater. This mechanism is similar to that of Mentos in cola. When Mentos are added to acarbonated beverage, such as cola, carbon dioxide bubbles are generated. This causes the volumeof the cola to increase, and the cola and gas droplets gush out of the mouth of the bottle. The
experiment with carbonated beverages, such as beer and cola, is a classic kitchen volcano
experiment in volcanology[1].
Eruption column experiment: When magma erupts explosively, it produces large amounts ofpumice, ash, and volcanic gas. The plumes of these aggregates are hot. The high-temperature
plume rises and draws in the surrounding air. The air expands, the plume becomes less dense than
the surrounding air, and the plume rises through the air due to buoyancy. The eruption column
experiment was conducted in water. The water tank was filled with water, and a volcano model
was placed at the bottom of the tank. The volcano model was connected to a container outside
the tank using a tube. The liquid in the container could be ejected from the top of the volcano
model. The experiment was conducted by placing a fatty oil bath additive diluted with water into
the container and shooting it out from the volcano model[2]. There is also an experiment using
chalk powder instead of bath oil [3]. The liquid ejected from the volcano model had a lower
density than the surrounding water. The appearance of the rising liquid is similar to that of a rising8

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022
volcanic plume during an explosive eruption. However, the high-temperature conditions of an
actual eruption cannot be reproduced.
Volcanic ash experiment with "fu": In this experiment, students think about how pumice andvolcanic ash spread. When an explosive eruption occurs, pumice and volcanic ash rise together
with volcanic gases to form an eruption column. The eruption column is moved by the wind
above the volcano, and the pumice and ash fall on the leeward side.
A volcano model was created with paper clay and pipes. The horizontal and vertical pipes fromthe crater were connected inside, and the air injected from the horizontal pipe was released
vertically from the crater. A bicycle tube was connected to the horizontal pipe of the volcano
model. When the bicycle tube was filled with air, and the air was discharged, it ejected from thecrater of the volcano model with great force[1][4][5]. In this experiment, "fu" was used insteadof pumice stones or volcanic ash. "Fu" is an ingredient used in Japanese cooking, made from
wheat flour gluten. It has a low apparent density, is full of air bubbles, and is often used in miso
soup or other dishes. The fu was then crushed into small pieces and placed in the crater. When
air was blown out at high speed, a column of fine fu was ejected into the air at a height ofapproximately 2 m, similar to the column of an eruption. A fan was set up in advance to provide
a weak breeze. The fu was then swept downwind. In this experiment, students were asked toconsider the direction in which volcanic ash falls when a volcano erupts, the size of the ash
particles, and the distance from the volcano.
Model experiment of ballisitic rocks: Rocks are ejected from a crater at a high velocity duringa phreatic explosion of Ontake 2014 eruption[6][7]. This explosion scattered rocks around thecrater at high velocity. The ejection velocity was estimated to be approximately 145–185 m/s [7].
The apparatus used in the "fu volcanic ash experiment" was used. Dozens of light lumps madeof paper clay (instead of rocks) were placed in the crater, and air was vigorously blown out[8].
The lumps of paper clay were expelled in various directions and followed a ballistic trajectory.
After showing the children this experiment, they discussed how they can protect themselves fromfast-moving rocks.
Condensed milk and cocoa lava: Lava is a flow of hot molten rock. Heat is released from thesurface, which quickly cools and becomes rock. Meanwhile, the interior of the lava remains hot
and fluid. As the inner lava flows, the hardened rocky surface fractures. Lava moves similar to acaterpillar causing the fractured rocks to fall from the front of the lava. In the condensed milklava experiment[9], condensed milk was used to represent the molten rock interior, and cocoa
was used to represent the solidified lava surface. We observed the cocoa layer fracturing andfalling from the front section to assist in understanding the structure and movement of lava.
Keywords: Eruptin, Kitchen volcano experiment, education, model experiment
References: [1] Hayashi, S.(2006)The most delicious volcano book in the world. Komine
Shoten, pp127.(in Japanese)[2] Volcanological Society of Japan (2017) 24th Open Lecture Text, pp.10(in Japanese).
[3] Kasama,T. et al.(2011) Education of earth science, 64, 1-12.
[4] Volcanological Society of Japan（2011）18th Open Lecture Text, pp21(in Japanese).
[5] Hayashi, S.(2015)Let's go to the Geopark, a trip to meet volcanoes and dinosaurs. Komine
Shoten, pp175(in Japanese).
[6] Kaneko T. et al. (2016) EARTH PLANETS AND SPACE, 68, 72.
[7] Tsunematsu K. et al. (2016) EARTH PLANETS AND SPACE, 68, 88.
[8] Shintaro Hayashi (2015) SABO,no.117，pp.8-12(in Japanese).
[9] Hayashi, S.(2012) Abst. 5th International UNESCO Conference on Geoparks, 4-P-12.
9

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Oral presentation abstract
Multipurpose Hall (Zoom)

21st August 2022
TIME (JST) ID
19:00-20:00
20:00
MH_01

Page
Authors
No.
11

20:20

MH_02

12

20:40
21:00
21:20
21:40

MH_03

13

MH_04
MH_05

14
15

On-site /OnlineTitle

Opening Ceremony
R. Greco; L. Horodyskyj Could Earth Science education contribute to a culture of Peace?
Future Earth Science Education in Japan: The Treatment of Humankind in
K. HisadaPrehistoric Times→Poster Presentation→Poster Presentation(Short break)→Poster Presentation→Poster Presentation
I. Matsumoto
Practical research on sustainable earth science education in kindergarten

Chairperson

On-siteOn-siteI.Matsumoto

On-siteR.Greco22nd August 2022
19:00

MH_06

16

19:20

MH_07

17

19:40

MH_08

18

20:00-21:00
21:00

MH_09

19

21:20

MH_10

20

21:40

MH_11

21

C.J.B. Landicho; P.L.
Zipagan; G.J.C. Ang
C. Zabini; F. de Oliveira
Pawan Kumar Acharya;
Aneeta Thapa; Kabi Raj
PaudyalThe Use of Filipino in an Online Performance Task in Senior High School
Earth Science
Teaching Paleontology: motivating future teachers

OnlineOnlineC-Y. Chang

Status of Geology in Geoscience Education at School Level Nepal: A Case
OnlineStudy from the district of Kathmandu Valley.

IGEO/IESO Assembly
P. W. Gonçalves; H.
John Casper Branner (1850-1922): an American geologist with Brazilian
OnlineAssis Jr; M. L. Brino
students in mind and his pedagogical approach
R. Serrano-Agila; J.
Geology report: A problem based learning study of Loja churches, Ecuador Online
Manrique-Carreño
D.M. da Costa; E. R. de From Thermal Contraction to Plate Tectonics: the internal dynamics ofOnlineSouza
Earth in Geography textbooks from 1932 to 2016.

Y.Kumano

23rd August 2022
18:40

MH_12

22

19:00

MH_13

23

19:20

MH_14

24

19:40

MH_15

25

20:20

MH_16

26

20:40

MH_17

27

21:00

MH_18

28

20:00-20:20

21:30-22:00

S. N. Vaddadi; N. S.
Vaddadi; D.D. Jain; A. N. Geotrails - Outreach Program for Geoscience education
On-siteGhole; S. S. Virdi
The national geopark system of Korea and the role of geoscientists for its
OnlineYong Il Lee
development
S. Udomsak;
N. Choowong;Thousands of Potholes in the Mekong River and Giant Pedestal Rock from
On-siteNorth-eastern Thailand: Introduction to a Future Geological Heritage Site
M. Choowong;
V. Chutakositkanon
P. Charusiri; R.
Jitrattana; N. Thungprue; Satun Global Geopark, Southern Thailand: Past, Present, and FutureOn-siteA. Saadsud(Short break)
Shimane Peninsula and Shinjiko Nakaumi Estuary Geopark; The land where
K. Kashiwai
On-siteyou can experience the rich nature and the deep history of Izumo Fudoki
K. Bentana; N. Zouros; I.
Lesvos Island UNESCO Global Geopark: Training earthquake behaviour
OnlineValiakosSignificance and Challenges of Utilizing Geoparks in Learning about Natural
S. Sato; T. Fujioka
Disasters: Expectations for School Education to Create Leaders of a
On-siteSustainable Society
Closing Ceremony

10

N.Matsubara

K.SanoMH_01
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Could Earth Science education contribute to a culture of Peace?
R. Greco1*; L. Horodyskyj1,2
1Unicamp, Campinas, Brazil
Science Voices, Tempe, USA
greco@unicamp.br

2

The world is facing global challenges due to climate change, loss of biodiversity, and finite
resources that may not meet the needs of a growing population. However, our educational
approaches often do not prepare people for addressing these challenges. Cooperation and its
associated skills will be the key to finding sustainable solutions. Yet many of our informal
learning environments, such as the International Earth Science Olympiad (IESO), focus oncompetition as a way of motivating students to learn. This is no longer appropriate for a worldthat is rife with conflict and in which large cooperative teams are required to complete
breakthrough research. Additionally, not all students learn well in competitive environments,
resulting in inequitable outcomes for different genders, cultures, and physical abilities.
From the IESO Statutes, we learn that the main aims of IESO include: raising student interest in and public awareness of Earth science, enhancing Earth science learning of school students,
 improving the teaching of Earth science in schools, promoting international cooperation in exchanging ideas and materials about Earth scienceand Earth science education, and  encouraging friendly relationships among young learners from different countries, andpromoting talented and gifted students in earth science






Whether these lofty ambitions are met is questionable, as competition is an external driver. Not
all students are motivated by external motivation, with many requiring internal motivation to
become engaged with Earth sciences and develop Earth science identities.
In this work, we would like to propose alternative formats for international Earth science student
events that are developed within a Peace education theory framework. We will present anddiscuss some possible future models that will not only advance the peaceful ambitions ofinternational science research, but will also lead to more equitable outcomes for students
interested in the Earth sciences.
Keywords: Earth science education, peace education, cooperation, global challenges.

11MH_02
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Future Earth Science Education in Japan:
The Treatment of Humankind in Prehistoric Times
K. HisadaBunkyo University, Faculty of Education, Bunkyo University, Saitama 343-8511, Japan
spinel512@gmail.com

In the 21st century, understanding of the evolution of the earth and space has made remarkableprogress. These achievements have now allowed us to treat 13.8 billion years of Big History,
which integrates the universe, the Earth, and life, as a new and fascinating text of earth sciencein the 21st century[1]. Through such universe, earth, and life histories, we should deal with issues
such as the dispersal of modern humankind and the adaptation of humankind to the environment
as future geoscience education. Until now, "origins" such as the birth of the universe, the birth ofthe earth, and the birth of life have attracted attention in geoscience education. However, as the
SDGs show, we have reached an era where "sustainability” must be taken seriously. I would likehere to emphasize that Japan has been a tailwind in treating such a "period of humankind" firmly
and deeply as geoscience education. It is due to contribution from the setting of the Chibanian(Middle Pleistocene) and the theorizing of global warming.
Chibanian is one of an international geological ages name with a Japanese place name establishedin January 2020, meaning the period from 774,000 years ago to 129,000 years ago. It is said that
Homo sapiens, which was born in East Africa 200,000 to 100,000 years ago, which is the latter
half of the Chibanian Age, has begun to spread to the world [2]. In the Chibanian Age, the100,000-year cycle of glacial and interglacial periods is predominant. The Late Pleistocene(GSSP not set) corresponds to almost the last interglacial and glacial periods, and the present(Holocene) is the interglacial period. In other words, it can be said that Homo sapiens was able
to spread humankind to the world by utilizing the landing of the strait due to sea-level changes
over a 100,000-year cycle. Thus, the Chibanian Age corresponds to an important period inunderstanding humankind diffusion. Also, Dr. Syukuro Manabe's Nobel Prize in Physics in
2021is highly evaluated. He established “Combined Ocean-Atmosphere Model” in 1969 [3], andhe proposed the world's first predictive model that an increase in carbon dioxide concentration
affects global warming. Global warming is causing long-lasting changes to our climate system,
which threatens irreversible consequences if we do not act, and its prevention is taken up as oneof the action goals, that is, “13. CLIMATE ACTION” in the SDGs. Thus, the period from the
Chibanian Age to the present age of Homo sapiens is an important subject that links the modern
society of geoscience education, and geoscience education is an important subject that considers
the future of Homo sapiens.
For the 21st generation, Japan's geoscience education must take into consideration the universe
and earth, life, and humankind histories covering 13.8 billion years, and even sustainability. Until
now, geoscience education has tended to focus on pre-humanity in Japan. From now on, startingwith the big bang, going through the solar system, the earth, and the birth of life, until just before
the formation of civilization, it is necessary to deal with the so-called prehistory and devise ways
to connect it to the history of civilization. We have finally reached the point where we can develop
a story-like earth science education with such a time axis.
Keywords: Universe-Earth history, Life history, Chibanian, World diffusion of humankind,
Future geoscience education in Japan
References: [1] Langmuir, C.H. & Broecker, W. (2012) How to Build a Habitable Planet.
Princeton University Press, 718. [2] Hisada, K. (2017) Geology Based Culture? Tsuneki, A.etal.(eds.), Ancient West Asian Civilization, 15-38, Springer. [3] Manabe, S. & Bryan, K. (1969)
Climate Calculations with a Combined Ocean-Atmosphere Model. J. Atmos. Sci. 26, 786-789.
12

Poster_39 (MH_03)
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Key Role of International Geoscience Education Organization in
Unifying and Standardizing Global Geoscience Education Policies andActivities around the World
B. Asli1*; L. Pireh2
1

Ph.D. Student of Economic Geology, School of Geology, College of Science, University of Tehran,Tehran, Iran
2
Graduate Student of Mining Engineering, Mining Department, Isfahan University of Technology,
Isfahan, IranBabakasli@ut.ac.ir

International Geoscience Education Organization (IGEO) was established to promote
geoscientific educational activities via accepting active IGEO council members around the world.
However, one of the main activities of the members is knowledge sharing both for the public andgeologists, through performing geoscience educational activities for their nations, because it hasa significant impact on the advancement of geoscience and achieving sustainable development
goals in the world. The current research study is a survey-analytical-descriptive type adopting ascientific approach based on the special IGEO report published in April, 2020. It has tried tocontribute to IGEO policy-makers, and their council members’ understanding regarding the
dynamics of geoscience educational activities performed by 34 out of 46 members, active aroundthe world. Research results showed that the member reports were prepared informally andunacceptable for reporting in an international level. Additionally, they do not adopt standard
formats for reporting their activities to IGEO and other global organizations. Preparing
scientometrics knowledge map of the member activities showed that the performed activities areclassified into 100 activity types but classified in 14 profile groups irrespective of their detailed
activity information, representative of professional experience and geological features ofcountries. The members have been performing their activities in the different fields of geoscienceeducation so that analyzing the report and modelling the activity types of the performed activities
by the members showed that they have possibly been performed without following a certain
global roadmap from the past decades to present. And furthermore, it seems that most of theactivities are performed based on representative professional experience and geological issues
and features of countries. the activities were heterogenic and insufficient in terms of activity types
and global needs respectively, except for some activities such as holding international Olympiads,
or an international conference. The research showed that there are not existing roadmaps,
standards and possibly unified policies for performing geoscience educational activities by eachmember in national and international scales. It is therefore suggested to the IGEO to prepare astandard format for reporting the member activities. Preparing a national to global roadmap forthe members need to consider the Strengths, Weaknesses, Opportunities, and Threats (SWOT) of
the members based on their activities with concise statistics and scientometrics studies. The
members do not have a certain organizational structure and enough experts to pursue their duties
in the global scale, as a result, they fail to successfully demonstrate the dynamics of geoscienceeducation for their national and international purposes. As well, it is suggested to United Nations
Educational, Scientific and Cultural Organization (UNESCO), International Union of Geological
Sciences (IUGS), and the IGEO decision makers that it is essential to create nationalorganizational structures for the members by requesting support through their nationalorganizations which are active in their respective countries, and also allocate domestic andforeign budgets to them where the activities need to be conducted and presented in scientific,
unified, and standardized formats for all geologists around the world.
Keywords: IGEO; Geoscience Education Activity standards, Research Activity guidelines,
Research Activity regulations, Scientometrics studies, Road map
13

Poster_40 (MH_04)
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Role of Geosciences Education Training Policies and Activities in Promoting
Sustainable Development Goals of the United Nations
B. Asli1; R. Monsef 2*
1

Ph.D. Student of Economic Geology, School of Geology, College of Science, University of
Tehran, Tehran, Iran2
Department of Geology, Estahban Branch, Islamic Azad University, Estahban, Iranzaos13000@yahoo.com

This is a desktop research study which has proposed some suggestions to International Union of
Geological Sciences (IUGS) and International Geosciences Education Organisation (IGEO) for
developing a new generation of education systems around the world. As it is clear, the world has
experienced many natural events over time, like occurrences of various natural hazards, pandemics,
etc. in the local to global scale. Such events have influenced on the activities and life styles ofsocieties in all levels across the world. For instance, the world has been faced with other global
issues, such as earthquakes, volcanic eruptions, and recently climate change and global warming,
supplying of green energy, water and mineral resource management insofar as it has affected theworld in many ways and affected economic growth of countries, global commodities prices,
governmental dependency, and even formation of new cultural behaviour among societies.
Additionally, recently, Covid-19 pandemic has spread the world over starting from 2019 andcontinues to this day. It has promptly intensified those changes as mentioned earlier and been
associated with some pros and cons. One of most beneficial of these changes around the world
was developing new education training systems known as online education training systems acrossthe internet based on IT infrastructure and platform, although it was developed in advanced
countries many years ago. One of most important part of these benefits was knowledge sharing
between all scientists within the internet, which was not otherwise possible in face to faceeducation methods, due to the distance, travel costs, or existence of restriction or sanctions forsome countries such as Iran, among many others. Also, the Covid-19 pandemic offered to theeducational system some lessons in many aspects. It has shown, for instance, that we were notprepared for these new global changes, and most of education training system was not prepared to
face global problems. Now, considering these cases, the United Nations (UN) is trying to raise
public awareness of current global risks in all its dimensions. At the same time, the United Nations
Educational, Scientific and Cultural Organization (UNESCO) as a specialized agency of the UN
aimed to promote the UN sustainable development goals through the development and increasingof international cooperation via education, art, sciences, and culture. In the other hand, IGEO, asan affiliated member of IUGS, recently published an international standardized geoscience
textbook for teachers and students under the UNESCO educational policies, as a good occasion to
improve public understandings related to different types of global challenges and methods toidentify them. Considering these cases, we are suggesting that it is essential to develop global
frameworks and Knowledge sharing for geoscience education training network via the internet
and Metaverse. knowledge Sharing and data, accessing e-learning resources stored in the IGEO’s
network, facilitating collaboration between students and teachers, and budget allocation, speciallyto developing countries (in the form of collaborations), are key educational factors to approach theUN’s goals. It seems that we cannot achieve sustainable development goals without preparing or
updating geo-standards, guidelines, regulations, and alternative policies for geoscience training
activities which may be affected by future natural geological events. we suggest to adopt robots ingeoscience training based on multidimensional databases and artificial intelligence.
Keywords: Geosciences Education Training, IGEO, IUGS, UNESCO, United Nations.
14

MH_05
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Practical research on sustainable earth science education in kindergarten
I. Matsumoto
Graduate School of Education, Shimane University, Nishikawatsu1060, Matsue, 690-8504, Shimane,Japan
chromim@edu.shimane-u.ac.jp

Making mud Ball (dumpling) is one of the "plays" that many early childhood children havedone. It is a scientifically valuable experience of interacting with the soil and the earth. In otherwords, the mud and sand used to make mud dumplings are the earth itself, and there is a deep
scientific and scientific learning, which is considered to play a major role in fostering children's
literacy for the earth.
"Play" in early childhood is learning itself, and I think that the experience of this ages has agreat influence on the subsequent growth. In addition, the houses, towns, kindergartens,
schools, etc. where children live and play have something to do with "land creation andformation". In areas where geoparks and world heritage sites exist in San-in area (Shimane andTottori Prefectures), there is a connection with the natural environment and the history,
industry, and culture that develop based on it.
In this study, I show that it is important for children to come into direct contact with nature(original experience), touch it, smell it, taste it, see it, and hear it. In addition, through this, it
becomes possible to develop a rich sensibility for nature and a feeling of valuing theenvironment. In particular, this presentation will focus on childcare using mud dumplings fromearly childhood and the utilization of Geoparks.
It also organizes the relationship with SDGs (Sustainable Development Goals) and discusses
the sustainability of Earth Science Education.

The photos show mud balls made from several types of soil with various colors and textures.
Keywords: Mud Ball, Soil Sciences Education, Earth Science Education, Kindergarten, SDGs
References:[1] Matsumoto I. (2019) Earth science education from early childhood -Mud ball childcare andutilization of Geopark-. Abstract Volume of national convention of Japan Society of Earth
Science Education, 2C-10.

15

MH_06
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

The Use of Filipino in an Online Performance Task in Senior HighSchool Earth Science
C.J.B. Landicho1*; P.L. Zipagan2; G.J.C. Ang3
1

Science Department, Xavier School Nuvali, Philippines
Filipino Department, Xavier School Nuvali, Philippines
3
Formerly with the Science Department, Xavier School Nuvali, Philippines
christopherjanblandicho@xsn.edu.ph2

Language assumes a critical role in any human endeavor. For teachers and students alike, themedium of instruction affects the successful delivery of lessons and attainment of curriculargoals. In the Philippines, English and Filipino are used separately as the medium of instructionin specific learning areas [1]. One of the subjects being taught in English is Earth science, asenior high school core curriculum subject in the Science, Technology, Engineering, andMathematics (STEM) strand. While current language guidelines provide for the use of English
in Science [1], the feasibility of using Filipino and/or regional languages in teaching the subject
has remained the focus of earlier studies and discourses (e.g., [2], [3], [4], [5]). In this paper, we
present an online performance task in senior high school Earth science developed andimplemented in collaboration with the Filipino subject area. Insights gleaned from this project
are also discussed.
Keywords: Earth Science, Filipino, Performance Task, Philippines
References:[1] Department of Education. (2019, August 22). Policy guidelines on the K to 12 Basic
Education Program (D.O. No. 21, s. 2019). https://www.deped.gov.ph/wpcontent/uploads/2019/08/DO_s2019_021.pdf[2] Fajilan, W. & Zafra, R.B. (2015). Ang gamit at kahalagahan ng wikang filipino sa pagtuturong agham: Panayam kay Prop. Fortunato Sevilla III. Hasaan, 2, 103-109. [Article in Filipino][3] Reyes, R.L. (2010, February). Using Filipino in the teaching of Science. Paper presented at
the 1st Philippine Conference-Workshop on Mother Tongue-based Multilingual Education.
Cagayan de Oro City, Philippines.
[4] Sevilla, F. (1994). Ang pagsasa-Filipino ng agham. Unitas, 67(3), 116-119.
https://ustdigitallibrary.contentdm.oclc.org/digital/collection/unitas/id/53489[5] Walter, S.L. & Dekker, D.E. (2011). Mother tongue instruction in Lubuagan: A case study
from the Philippines. International Review of Education, 57, 667–683.
https://doi.org/10.1007/s11159-011-9246-4

16

MH_07
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Teaching Paleontology: motivating future teachers
C. Zabini*; F. de Oliveira
Geosciences Institute, UNICAMP, Rua Carlos Gomes, 250, Campinas, SP, Brazil
cazabini@unicamp.br

This work is about an application of an active methodology teaching for a Paleontology class at
UNICAMP Biological Sciences undergraduate course (Campinas, SP, Brazil). The objective wasto develop course materials about some main topics in Paleontology for teachers and students ofelementary school level. These topics are usually sparse and scarce in Brazil’s Geoscienceeducation, despite their great potential among young scholars; they are also fundamental to
improve citizens' relationship with urban and natural environments. In general, teachers'
background lacks a deep understanding about the complex Geosciences relations and concepts,
which reflects in their future inabilities to work with these concepts based on their own students’interests. The texts written target the teaching of those geoscientific concepts to the undergraduate
linking them with Biology, Chemistry, and Mathematics. Moreover, they will become available
to these future teachers and to other professionals to use in their classes. The course began withthe presentation of two methodologies. Students should vote and the majority of the class opted
for active learning. They were then organized within 10 groups, to work on the following themes:
taphonomy; paleobotany; vertebrates; fossil records of São Paulo´s State; extinctions and climatechanges. In total, 16 classes were organized in 4 main blocks: a) theory presentations withspecialists, b) text construction and discussion within the groups and the teacher, c) reading andevaluation of other’s group work and d) final presentations. The first block was based on
concept’s presentations performed by specialists and further use of synchronous meetings toelaborate texts which should include the following items: 1) title suggestion, 2) image descriptionthat illustrated the subject, 3) introduction and concept’s approach for the theme, 4) importanceof teaching and learning the chosen concepts allied to competences conferred by thegovernamental document that guides the national curriculum - Base Nacional Comum Curricular(BNCC)-, 5) suggested methodology for the teacher and 6) bibliographical references. At thesecond block, each couple of groups erected one of the 5 themes and read and evaluated all theworks from other groups. At the third block, the chapters developed during the course were
presented to the whole class; these needed to have the same criteria previously mentioned (1 to6), plus a lesson plan. Groups could also work to add additional concepts and activities, based onwhat were proposed by others. At the final block, students shared their thoughts and personal
experiences. Students: acknowledged the high potential in Geoscience and Paleontology at the
Elementary school level; recognized a broad range of methodologies that can be used in suchclasses; mentioned the importance of specialists lectures to better comprehend subjects; cited
difficulties (such as prolonged time and lack of texts in their language) in elaborating course
material; and acknowledged that it was probably more demanding than a common methodology,
but the effort was valid once the material will be useful in their careers as teachers.
Key-words: active methodology, undergraduation level, Geoscience17

MH_08
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Status of Geology in Geoscience Education at School Level Nepal: A
Case Study from the district of Kathmandu Valley.
Pawan Kumar Acharya1,2*; Aneeta Thapa1; Kabi Raj Paudyal1
1Central Department of Geology, Tribhuvan University, Kirtipur, Kathmandu, Nepal, 2 Council
Member of International Geoscience Education (IGEO) from Nepal
acharyapawankumar58@gmail.com

At the school level of Nepal, the geoscience portion is included in the Geology, Astronomy andEnvironment section of the textbook Science from Grade 2 to Grade 8 at the school level. Earlier,the curriculum of geoscience was included up to grade 10 while the recently revised curriculum
limits its existence up to grade 8. The curriculum of Geoscience at the school level is insufficientin the context of Nepal. Many portions of this subject are not included in Grade 11 and 12 of
the secondary school levels in the science stream.
The teachers and students faced more difficulties in understanding geology (the main foundationof geoscience), as compared to other portions (environmental science, soil science and the studyof solar systems). This subject is included only in the school level curriculum of science and istaught as a major subject at bachelor's and master's levels. In many schools, this subject is nottaught by teachers. Very few teachers are from geology backgrounds. Based on the portion, they
study at the school level, they teach to their students, which makes them very difficult to deliver
the core concept of Geology, its application and its scope for the prosperity and development of
the nations. Some teachers still skip teaching the major portion of geology. Besides this, thetechnical terminology, and the requirement of a practical and field-based approach tounderstanding the subject further add difficulties to them. The curriculum is not well organized
and is not prepared by the related experts. The textbook is also not written by related experts
which leads to the existence of errors that become difficult to be pointed out by the teachers. As
a result, the flow of misinformation occurred as a major problem. This type of problem iscomparatively lower in the other portions of geoscience.
In this regard, the questionnaire survey was carried out to school level science teachers
representing the different schools of Kathmandu, Lalitpur and Bhaktapur districts of Kathmandu
Valley. The survey comprised 20 questions which were focused on the information about thebackground of teachers, their familiarities and knowledge related to geology, the existing
problems, and possible solutions at the school level. The survey result shows that less than 5%of school-level teachers are from geology backgrounds and about only 10% of teachers arefamiliar with Geology related contexts. Few teachers skip the geology portion while teaching
and most of the teachers only cover the curriculum from an exam point of view. Many teachers
admitted that the lack of practical and theoretical knowledge they could not help their students
to identify the mineral, ore and rock types. The majority of teachers do not take their students
on geological field excursions. Many teachers even do not know the scope of Geology in Nepal.
Most teachers feel easier to teach the natural disaster portion of Geology. This result shows thestatus of Geology in Geoscience Education is poor.
However, many teachers suggested revising and adding the relevant content of Geology in the
curriculum and science textbooks according to the needs of the nation. From the viewpoint ofmany teachers, interactive and observatory activities through different means for the teachersand students are an urgent requirement. Almost all teachers expect training on the theoreticalpart, identification of rock and minerals and geological field excursion from the geosciencerelated organizations and professionals. So, the training for teachers including the field
excursion is a must for the school level science teachers which will help them to enhance theirskills and knowledge. It, in turn, helps to deliver the accurate and core concept of geology, its
scope and application and develops an interest in the subject in students. It will be a base forextending the horizon and advancement of geoscience education in the upcoming days in Nepal.
18MH_09IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

John Casper Branner (1850-1922): an American geologist with
Brazilian students in mind and his pedagogical approach
P. W. Gonçalves*; H. Assis Jr; M. L. Brino
The State University at Campinas, Teaching and History of Earth Sciences, Brazil
pedrog@ige.unicamp.br, heitor.assisjr@gmail.com, mdebrino2020@gmail.com

John C. Branner the known American geologist was born in Tennessee (USA). His professional
training was begun in Brazil before to complete his university studies in geology. He got a job at
Brazilian Imperial Geological Survey as assistant of his teacher Charles F. Hartt (1840-1878).
Together Hartt visited Amazon region as part of survey. Back to US, had got a job in mining
company of Boston and returned to Brazil (mineral prospecting and research of diamonds in
Minas Gerais State). After some years, he finished his geological studies in Cornell University.
His successful carrier involved important issues in US (creation of Pennsylvania Geological
Survey; prospection of coal, bauxite and other ores; the earthquake of San Francisco). He wasteacher of geology at Indiana University and after at Stanford University, this was President of
University. During his life always had involved with geological studies in Brazil: did long
expeditions mainly in Brazilian northern and, at the same time, kept interrelationship with themain scientists that time: Orville A. Derby (1851-1915), Miguel Arrojado Ribeiro Lisboa (18721932), Luiz Felipe Gonzaga Campos (1856-1925), Francisco Homem de Mello (1837-1918) and,his assistant Roderic Crandall (who remained in Brazil and worked mainly in north and northernof Brazil). In Brazil, Branner was a geologist of field: collected samples, helped to classify fossils,
did survey and maps, collaborated with scientists in different institutions. On the Brazil, publishedseveral works. The pedagogical Branner`s approach manifests itself in his interest to prepare
Brazilian students: he published a text book in Portuguese to students. In 1906 apparated the firsttext book done with Brazilian geology [1] and in 1915 the second and actualized edition [2], few
years after in 1920 the Branner’s geologic map of Brazil in big scale (1:5.000.000) - sheet andbook in Portuguese [3]. Branner defends that to learn geology is necessary to know place andlandform, specimens (kinds of rocks and fossils) and their distribution and organization. Thisapproach is connected with the Branner`s field experience and his capacity to associate 3Dmodels of body of rocks in surface with landforms. This appears in visual language used in the
two-text books and mainly in sheet of geological map. The Branner`s approach to teach brings topedagogy based on the field and the place.
Keywords: teaching of geology; history of science; pedagogy based on place.
References:[1] Branner J.C. (1906) Geologia elementar: preparada com referencia especial aosestudantes brasileiros e á Geologia do Brasil. [2] Branner J.C. (1915) Geologia elementar:
preparada com referencia especial aos estudantes brasileiros e á Geologia do Brasil. 2e. [3]Branner J.C. (1920) Resumo da Geologia do Brasil para acompanhar o Mappa Geológico
do Brasil.

19

MH_10
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Geology report: A problem based learning study of Loja churches, Ecuador
R. Serrano-Agila*; J. Manrique-Carreño
Campus San Cayetano Alto, Marcelino Champagnat St.
rgserrano@utpl.edu.ec

During COVID-19 pandemic, education activities were still working in other modalities suchas e-learning [1]. E-learning involves the use of a computer or electronic device [2]. In thisteaching modality, teachers have to do synchronously or asynchronously activities. Problem
Based Learning (PBL) is a methodology allows to plan various activities. PBL analyse problem
scenarios, students plan, collect and synthesize information from multiple sources, generate
questions and hypothesis, and communicate their ideas [3]. Case study and on-line
communication increases student’s learning skills. This paper describes briefly the activities andresults of PBL model applied in Universidad Técnica Particular de Loja, Ecuador [4]. PBL was
executed in Practicum I course of 3th year Geology program. Six course student’s groups wereformed to research six different churches. During 10 weeks, Practicum I students faced different
scenarios related to field data collection. The study had three phases, (a) church information:
date construction, building material, quarry location, neighbour people and priest interviews; (b)geochemical test: geological sample collection, X-ray fluorescence test; and, (c) communicative
abilities: results analysis, technical report, conclusions. PBL reveals students’ positive attitudes
to field work.
Keywords: Problem based learning; online teaching; undergraduate course, geology, Ecuador
References:[1] Li, C. and Lalani, F. (March 30, 2022). World Economic Forum.
[2] Suryawanshi V. and Suryawanshi D., (2015) IOSR-JCE, PP 107-120[3] Pinto, T. et al. (2020) Geosciences, 11, 173.
[4] Universidad Técnica Particular de Loja. (March 30, 2022) https://utpl.edu.ec/

20MH_11
X GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

From Thermal Contraction to Plate Tectonics: the internal dynamics ofEarth in Geography textbooks from 1932 to 2016.
D.M. da Costa; E. R. de Souza
Geosciences Institute - Universidade Estadual de Campinas. R. Carlos Gomes, 250 - Cidade
Universitária, Campinas - SP, 13083-855.
geo.mosca@hotmail.com

This research is a summary of a master's dissertation defended in January 2020 that aimed tounderstand how the discursive changes on tectonism and mountain formation occurred in the
textbooks of the sixth year of Elementary School II, published in Brazil between the 1932s andthe 2016s. In other words, we investigated how these books treated the origins of the folds or
uplifts of the relief and displacements of the earth's crust, movements linked to tectonism,
seeking to understand the conditions of production of these discourses. For the investigation,
we gathered and analyzed a Corpus of 28 textbooks on Geography, resulting in reflections that
help us to understand the trajectory of Earth Science teaching and history in Brazilian basic
education from the theoretical-methodological framework of Discourse Analysis, of the FrenchLine. We consider in our analyzes the contexts, the conditions of production and theinterdiscourse, fundamental elements of Discourse Analysis and which will be discussed
throughout the research. In general, we realized that between the 1930s and the 1980s, most of
the Geography textbooks and their authors still presented speeches related to the theory of
Thermal Contraction, which came from the 19th century, as responsible for the folding andcreation of mountains. This perspective did not change even with the proposal of Alfred
Wegener's theory of Continental Drift, disseminated in the early twentieth century, and which
only began to be considered more seriously by the scientific community during the second halfof that same century, since the mapping of the ocean floor provided new discoveries for
Geosciences, culminating in the theory of the expansion of the sea floor and also in a newparadigm: the Plate Tectonics theory, formulated in the late 1960s. We found that only from thedecades from 1980 to 1990, with the creation, development and implementation of the PNLD- National Textbook Program in Brazil, the authors of these materials started to incorporate
Plates Tectonics once and for all to explain the internal dynamics of the Earth. In this sense, wewill highlight the importance that the program PNLD has in the continuous improvement ofthese materials. Today, for example, all textbooks have varied resources when addressing thetectonism. Reading these books and analyzing them allowed us to understand what were thescientific, editorial and discursive changes in relation to the formation of mountains or folds
and displacements of the crust.
Keywords: Geography – Study and teaching; Geosciences; Plate tectonics; Textbooks;
National Textbook Program – PNLD.
References:[1] WEGENER, A. (1966) The origin of continents and oceans. New York: Dover.
[2] HOLMES, A. (1952). Geología Física. Barcelona: Ediciones Omega.
[3] BRANDÃO, H. H. N. (2012) Introdução à análise do discurso. 3. Ed. rev. Campinas, SP:
Editora da Unicamp.

21

MH_12
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Geotrails - Outreach Program for Geoscience education
S. N. Vaddadi*; N. S. Vaddadi; D.D. Jain; A. N. Ghole; S. S. Virdi
Centre for Education & Research in Geosciences, C 2/2 Kumar Classics,
Aundh, Pune 411067. India
natraj@cerg.org.in

Geoscience as a subject is not very popular. Most of the schools in India teach Geoscience orEarth science as a part of social sciences and not as science. Moreover, the pedagogy ingeosciences in India is majorly didactic, lecture driven and lacking enough outdoor exposure. Not
surprisingly, there is a huge lack of awareness of the importance of Earth Sciences and its
importance in daily life. To bridge this knowledge gap, Centre for Education and Research in
Geosciences (CERG), organizes various outreach activities to increase awareness andunderstanding of Geosciences. The activities are run by team of enthusiastic volunteers, many ofwhom are professional qualified geologists.
One such outreach activity is the ‘Geotrail’. Various Geotrail have been organized annually
since the inception of CERG in 2017. A Geotrail comprises of day long guided field trip toeasily accessible outcrops, in and around Pune district, Western Maharashtra. As the entire area
is covered by ~64-66 Mya Deccan Volcanics, the Geotrail is designed in such a way that it
highlights the morphological features of the different lava flows, other physical volcanologicalfeatures like lava tubes, lava caves, lava channels and various geomorphic features carved in the
volcanics such as natural Arch/bridge, potholes (Geomorphosites), etc.
The traverses of Geotrail are planned in such a way that in addition to the geological features,ancient heritage sites (historical and archaeological) close to the field outcrop or enroute the field
traverse are also included in the Geotrail. This enables to highlight the relationship of the local
geology to architecture and history. Geotrails are an interesting & effective method for building
awareness and dissemination of the importance of geosciences and its application, not only to theyoung students but also to the layman and help stimulate the much-needed respect andappreciation towards Mother Earth.
Based on the authors experience with the Geotrails, a proposal for a Geopark encompassing
various Geosites, Geomorphosites, historical and archaeological sites covering parts of Pune andAhmednagar district has been submitted for consideration. All the sites/spots included in the
proposed Geopark is part of the trail.
To ensure the protection of these Geosites, the team at CERG has planned out community
outreach programs for the local people in local language. The aim is to disseminate thesignificance and importance of the Geosites to the local people, especially children and youth, sothat they not only feel proud of their area and but also take up the responsibility of protecting
them.
Keywords：Geoscience Education, Outreach, Deccan Volcanics, Geotrail.

22

MH_13
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

The national geopark system of Korea and the role of geoscientists for its
development
Yong Il Lee
School of Earth and Environmental Sciences, Seoul National University,Seoul 08826, Korea
lee2602@snu.ac.kr

The national geopark system of Korea joined the international trend of conservation and wiseuse of geoheritage as the Jeju Geopark was certified as the Korea’s first Global Geopark at the
4th Global Geoparks Network Conference in 2010. With this as an opportunity, in 2011 the
Natural Parks Act was amended to include geoparks in natural parks, and the legal system of
geoparks was established. Since Jeju Island and Ulleung−Dok Islands Geoparks were firstcertified as the two national geoparks in 2012, the number of national geoparks has steadily
increased, and as of March 2022, a total of 13 national geoparks are in operation. In addition,
three or four places are preparing to be designated as a national geopark. At present, there are
four UNESCO Global Geoparks (UGGps)(the Jeju UGGp, Cheongsong UGGp, Mudeungsan
UGGp, and Hantangang UGGp).
Since Korea does not have a large territory, it was expected that 5 to 6 geoparks would beestablished at the time the legal system was implemented, but now it is far beyond that and isspreading across the country. There are various opinions as to the reason why the number of
geoparks is steadily increasing in Korea. Perhaps two things are believed to have been acceptedby local governments and local residents: the concept of a geopark is that the geopark preserves
only important geoheritage, but there are relatively few restrictions on other activities, and that,
if designated as a geopark, the sustainable development of the region can be promoted throughgeotourism.
There are various geoheritage and landscape in 13 national geoparks, from Precambrian strata
forming the foundation of the Korean Peninsula to the modern geomorphic features. Eachgeopark is operating programs tailored to its geoheritage characteristics by utilizing “geobrands” such as geotrails, geoactivities, geocultures, geovillages, geoinformation, geofoods,
geofarms, and geogifts. In addition, by developing educational programs, the next-generationand local residents are being educated on the natural history, history, ecology, and culture to
inspire pride in their local area.
The interest and participation of geoscientists with various perspectives on geoparks is in need.
When reviewing applications for Global Geopark, geoscientists not only receive a request forinternational valuation of geoheritage from the International Union of Geological Sciences, butalso participate as experts in national and global geopark applications, and act as evaluators.
As geopark is one of the best places for Earth Science education, and geotourism requires
rigorous professionalism/academic support for geology/earth science, so academic research on
geoheritage, the core asset of geopark, must be continued to develop geostoryline.
Keywords: Korea, national geopark system, UNESCO Global Geopark, geo-brand23

MH_14
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Thousands of Potholes in the Mekong River and Giant Pedestal Rock from
North-eastern Thailand: Introduction to a Future Geological Heritage Site
S. Udomsak1; N. Choowong2; M. Choowong1*; V. Chutakositkanon11Morphology of Earth Surface and Advanced Geohazards Research Unit (MESA RU), Department of
Geology, Faculty of Science, Chulalongkorn University, Bangkok 10330, Thailand
2
Chulalongkorn Demonstration School, Faculty of Education, Chulalongkorn University, Bangkok
10330, Thailand
Montri.c@chula.ac.th

A site with thousands of potholes, locally named “Samphunbok (SPB),” and a giant pedestal(mushroom) rock possess a very high geological value. The potholes are being formed on theriverbed of the Mekong River; whereas the giant pedestal rock is the largest on the Khorat Plateau,
and is located in Ubon Ratchathani province, north-eastern Thailand. Based on detailed geological,
geomorphological, and sedimentological perspectives, this paper presents the geological history of
both erosional features for the future promotion of the Global Geopark Network. The giant pedestal
rock is likely to be a remnant of degradation and weathering after a regional tectonic event. It is
sculptured in the fracture zone of thick sandstone beds after uplifting and folding. No evidence ofabrasion by wind was found. The formation of potholes is limited inside the Mekong River bankfull
elevation. The appearance of potholes in different levels of the sandstone beds infers their formationin relation to the vertical evolution of the Mekong River. All geological data shown in this paper
confirm the rareness of potholes and the giant pedestal rock in terms of how they were sculptured
and preserved through time. These erosional features at SPB are discussed and introduced in thispaper as a global geological heritage site.

Keywords: Pothole. Pedestal rock. Geoheritage. Mekong River. Samphunbok. Khorat Plateau
Reference: Udomsak, S. et al (2021) Geoheritage, 13, 5, 1-1724

MH_15
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Satun Global Geopark, Southern Thailand: Past, Present, and Future
P. Charusiri 1,2 *; R. Jitrattana 1; N. Thungprue 3; A. Saadsud 1
1

Department of Mineral Resources, King Rama VI Rd., Bangkok 10400 Thailand
Morphology of Earth Surface and. Advanced Geohazards in Southeast Asia (MESA) Research Unit, c/o
Department of Geology, Faculty of Science, Chulalongkorn UniversityBangkok 10330 Thailand
3
Satun Geopark Director and Thungwa Chief Subdistrict Administrative Organization (SAO), Satun
Province 91000 Thailand
cpunya@chula.ac.th2

We selected the Satun geopark for our current study since the geopark has been certified as amember of UNESCO Global Geopark in 2018. The study aims to document the past and present
activities related to the Global Geopark and to address the plan for sustainable development. The
geopark, situating in the Andaman Sea coast of southern Thailand, commenced from the discoveryof the Pleistocene Stegodon elephants in the 4 km - long cave by a fisherman in 2015. Subsequently,
not only a geological investigation but also social and cultural analyses were performed in Satun
Province for detailed evaluation in the establishment of the geopark. The result came out very well
due to the co-operation of both government and non-government sectors. In term of naturalenvironment, the geopark has been known as the peaceful place with great natural beauty.
Furthermore, after the establishment of the Satun Global Geopark, several jobs and new careers
have been generated. Good examples are batik fabricates, melon farms, and coffee shops. At
present, the geopark is geologically famous for “Land of Palaeozoic fossils”. Starting from theoldest sedimentary strata with Cambrian fossils, clastic rocks have been found as the Tarutao
Group rocks. The Cambrian trilobite fossils of Tarutao Island are the oldest in the Thai-Malay
Peninsula, and the overlying volcanic ash layers allow for absolute dating of the Cambrian Ordovician biostratigraphy. A new genus and five species of Cambrian trilobites have been
recently discovered here, as well as the fascinating red stromatolites. A significant amount of biogeological evidence during Cambrian to Permian times in the Satun area supports the evolution of
Shan Thai (or Sibumasu) formed as a part of peri-Gondwana terranes. Geomorphologically,“Prasat Hin Panyod” Permian-limestone tower karst is the outstanding geosite of the Satun
Geopark characterised by the eminent pinnacle karst landform, including stunning sea caves andhidden lagoon, which tourists can visit by kayak. Nonetheless, one of the key future-researchstudies is the occurrence of thinly to thickly bedded volcanic tuffs which has been reported as wellin several places in Thailand, such as Chiang Rai area in the north, Uthai Thani- Kanchanaburi
and Prachuap Khiri Khan areas in the central, and Surat Thani area in the south. This widespreadmagmatism represents the tectono-magmatic episode related to Pan African mobile belt ofCambro-Ordovician ages. In Myanmar, this magmatic episode is also responsible for voluminous
Pb-Zn mineralization in Baldwin of northern Shai State. Therefore, the result of age dating
determination for the easily accessible volcanic tuff in the Satun Geopark is crucial for deciphering
geologic/tectonic history of mainland Southeast Asia. It is therefore anticipated that the contact
between Cambrian and Ordovician in some places within the Satun Geopark is unclear and need
to be solved. The provenance of Stegodon related sediments need to be systematically proved andthe most reliable ages of non-fossiliferous limestones need to be resolved. However, the key
sustainable economy is also required in the future for the linkage between natural geopark andlocal villagers’ societies, cultures, and communities.
Keywords: Satun, Global Geopark, Southern Thailand, Paleozoic, Fossils

25MH_16
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Shimane Peninsula and Shinjiko Nakaumi Estuary Geopark: The
land where you can experience the rich nature and the deep historyof the Izumo Fudoki
K. Kashiwai
Shimane Peninsula and Shinjiko Nakaumi Estuary Geopark Promotional Council
kunibiki-geopark@city.matsue.lg.jp

A Geopark is a place where we can learn about and enjoy the relationship between “stories ofthe land”, “ecology of plants and animals” and “local residents’ daily lives, histories, cultures andindustries”. The purpose of Geoparks is to create sustainable societies by encouraging local
people to learn about the above relationships, nurturing a sense of pride in the region, andpromoting awareness about and enhancing understanding of climate changes and geologicalhazards. Shimane Peninsula and Shinjiko Nakaumi Estuary Geopark work closely with Shimane
University, who participate in the Geopark Committee as the secretariat office. Shimane
University works daily on education, dissemination and public awareness about the Geopark byholding Geopark study programs for the university students and workshops for citizens, and byserving as instructors in geopark classes at elementary schools and supervising the creation of
support materials used in classes. The support materials are distributed to all elementary schoolsin Matsue City and Izumo City, and the Geopark Promotional Council provides bus fare subsidies
for visiting the Geopark. About 40% of schools in Matsue City and Izumo City, 26 schools, used
the subsidy during the fiscal year 2021.
Keywords: Shimane Peninsula and Shinjiko Nakaumi Estuary Geopark, Geopark study
program, Support material
References: none26

MH_17
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Lesvos Island UNESCO Global Geopark:
Training earthquake behaviour
K. Bentana1,2*; N. Zouros 1,2; I. Valiakos 1,2
1

University of the Aegean, Department of Geography, Mytilene, Greece
Natural History Museum of the Lesvos Petrified Forest, Sigri, Lesvos, Greece
kon.bentana@gmail.com

2

Lesvos Island UNESCO Global Geopark (Greece) is located in a very active seismic area. Thus
it works continuously to raise awareness, inform and educate school students on issues related toseismic risk reduction.
In Lesvos the Natural History Museum of the Lesvos Petrified Forest realises the thematic
educational programme entitled “Natural processes on our planet-Let us familiarize ourselveswith the earthquakes”.
The aim of the program is to educate school students on issues related to the protection against
the seismic hazard. Learning through experiential activities, transformative learning andtraining is used as a methodology of education.
The geosites such as the faults of Lesvos, the earthquake simulator that has been installed in the
Natural History Museum of the Lesvos Petrified Forest, educational material and the exhibitionareas of the Museum are used as tools for the implementation of the programme.
In the earthquake simulator the school students have the opportunity to experience thesimulation of earthquakes that happened in the past. The students get familiar with theconsequences of an earthquake and implement the protection measures on how to react during
an earthquake. The earthquake simulator is specially designed to represent a familiar place ofthe students such as a school classroom.
The experience of the seismic movement in the earthquake simulator and the acquaintance withthe phenomenon of the earthquake helps to reduce the feeling of panic and meets the need forproper preparation for the confrontation of the seismic risk.
The Educational Program is addressed to students of Primary and Secondary school level
Education, adapted respectively to their age.
Keywords: Geopark, UNESCO, Lesvos, education, earthquake27

MH_18
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Significance and Challenges of Utilizing Geoparks in Learning about Natural
Disasters-Expectations for School Education to Create Leaders of a
Sustainable Society
S. Sato1*; T. Fujioka2
1

Kyoto notre dame University, Minami-anonogamicho,Shimogano,Sakyo-ku, Kyoto, 606-0847,
Japan
2
Faculty of Education, Shiga University
ssato@notredame.ac.jp

The significance of using Geoparks in school education has been presented from various
perspectives (contexts) at science education-related academic societies in Japan, etc. In 2017,
the Courses of Study in Japan indicated that Geoparks should be used in science classes at juniorhigh schools. However, the significance of using Geoparks in junior high school science classes
in Japan has not yet been fully discussed and understood. Therefore, it is desirable to organize
the significance of utilizing Geoparks in school education that has been discussed so far, and toclarify and explain the significance of utilizing Geoparks in the study of natural disasters injunior high school science classes. Therefore, in this study, we organized the significance ofutilizing Geoparks in school education, and clarified the significance of utilizing Geoparks inlearning about natural disasters in junior high school science classes. We also discussed issues
related to the use of Geoparks, and aimed to promote the use of Geoparks and enhance the studyof natural disasters in junior high school science classes.
As a result of the literature review, the following points can be considered as the significance ofGeopark education in Japan in conjunction with disaster education.
The World Geoparks and the Japanese Geoparks differ in how disaster education was
positioned as the significance of Geopark education. The World Geoparks were first regarded
as a place for geoscience education, and then their value was recognized as a place for disastereducation as well. On the other hand, Japan Geopark has been regarded as a place for disastereducation since its inception. Therefore, there are many Geoparks in Japan that are suitable assites for disaster education, and it can be said that Japan has the initiative in Geopark education
linked to disaster education.
The relationship between disaster prevention/mitigation and reconstruction education in
Geoparks and environmental education, ESD, and SDGs can be summarized as follows.
The significance of ESD and environmental education includes disaster prevention educationfrom the perspective of "sustainability. And as a field to learn it effectively, there is a Geoparkthat is suitable as a place to learn about natural disasters. Disaster prevention education in a
geopark enables students to understand the connections between humans and society, andbetween humans and nature, and to learn about the history of humans' confrontation with natural
disasters, the dual nature of natural benefits and disasters, and the mechanisms of natural thingsand phenomena, from a multifaceted and multifaceted perspective through a combined
humanities and science approach. In addition, the goals and targets of the SDGs can capture thespecific role of Geoparks.
In order to enhance Geopark education based on disaster prevention education, ESD, andSDGs in junior high school science classes in Japan, it is necessary to take measures toeffectively utilize Geopark education, such as the preparation and use of supplementary readers
based on textbooks, the preparation of curriculum-based learning plans, and the use of
instructors with specialized knowledge of Geoparks. He pointed out that in order to enhance
Geopark education, it is necessary to take measures to effectively utilize Geopark education.
Keywords: Geoparks, Disaster risk education, natural disasters, Environment Education, ESD,SDGs
28

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Oral presentation abstract
Small Hall (Zoom)

21st August 2022
TIME (JST) ID
19:00-20:00
20:00

SH_01

Page
Authors
No.
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A. Tomita; P. S.
Bretones
K. KIMURA; M. Ishii; M.
Sugaya; T.SatohH. Otsuji

Title
Astronomy Day in Schools project: practice on equinoxes and solstices
Astronomy lessons which used Constellation Camera "i-CAN" thatencourage the attitude of observing the night sky
The Moon in the Night of NIRVANA(Short break)On-site /OnlineCharperson

On-siteOn-siteT.SanoOn-siteT. Satoh; M. Ishii; I.
Use of the Remote Observing Tools for Astronomy Subjects underMatsumoto; K. Kaoru; H.
On-sitePandemic
Ueda
Astrotourism and Sustainability: A case study of Yoron Island, Kagoshima
K. Sawada; M. Okyudo
On-sitePrefecture

A.Tomita

22nd August 2022
19:00

SH_06

35

19:20

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36

19:40

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37

21:00

SH_09

38

21:20

SH_10

39

21:40

SH_11

40

20:00-21:00

S. Chawchai; J. Miocic;
A. Baillan; P.
Late Holocene Sea level change and hydrodynamic of Chanthaburi estuary
Surakiatchai; S.
Onlinein the eastern Gulf of Thailand
Kongsen; M. Choowong;
F. Preusser
Research on the Disaster Education in Chinese Senior High School
H. Sun; Y. Duan
OnlineGeography Textbook
N. Pajonpai; R. Bissen; Shape Design and Safety Evaluation of Salt Caverns for CO2 Storage in
OnlineS. Pumjan; A. Henknortheast Thailand(IGEO/IESO Assembly @MH)
B. S. Emralino; F. M.
Narrative and Thematic Analysis of Natural Disaster Experiences of High
OnlineEmralino
School Science Students
Development and Evaluation of a Lesson Program on a Storm Surge with aY. Sakakibara; H. Nagai
On-siteTyphoon passage
Education for Disaster Risk Reduction in Japan from the Viewpoint ofT. Fujioka; I. Matsumoto
On-siteSDGs (Sustainable Development of Goals)

M.Watarai

I. Takimoto

23rd August 2022
18:40

SH_12

41

19:00

SH_13

42

19:20

SH_14

19:40

SH_15

43

20:20

SH_16

44

20:40

SH_17

45

21:00

SH_18

46

20:00-20:20

Young Shin Park,
Kiyoung Lee, Hyeong
Developing Global Energy Topic STEAM Program with a Focus on
Soo Kim, Hyonyonh Lee,
Democratic CitizenshipJames Green and Jiyeon
Lee
The Model STEAM Education Challenges Using “Dagik Earth” for the
Y. Kumano
Sustainability within the project of Shizuoka STEM Academy→Poster Presentation→Poster Presentation
S. Shoji; T. Sato; K.
Development of BYOD-style Horizontally and Vertically Movable Virtual
Kawai; K. Imai; Y.
Reality Field Trip Tool for Earth Science Education
Kobayashi(Short break)
S.M. Locke; G. Bracey;
S. Hu; T. Foster; C.
Outdoor Earth Science Learning Through Geocaching
WilsonM. Matsubara; A.
Nishizawa; S. Aoi; K.
‘NIED Quake map!’-Guide and education tool at geoparksTakenouchi
L. Horodyskyj; B. Ilca;
W. Parkhurst; A.
Agavi: A Digital-Analog Hybrid Platform for Science Education
Gazdac; J. Oribello

29

On-siteOn-siteM.CanoOn-siteOn-siteOn-siteOn-siteY-S. Park

SH_01
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Astronomy Day in Schools project: practice on equinoxes andsolstices
A. Tomita*; P. S. Bretones
Wakayama University, Japan
atomita@wakayama-u.ac.jp

The sub WG of Astronomy Day in Schools, under the WG of Astronomy Education Research &Methods, the Commission C1 of the Astronomy Education and Development [1], theInternational Astronomical Union (IAU), has been calling schools around the world to sharepractices of astronomy education, especially in conjunction with the equinoxes, solstices, andother major astronomical phenomena. Equinoxes and solstices are not only astronomicallysignificant around the world, but they are also important phenomena in the history of scienceand are connected to cultural events in various regions, making them suitable subjects foreducational practice that combines science, history, culture, and STEAM education. The project
website since 2021 [2] and has collected records of the practices. A collaboration led by the
Iranian Teachers Astronomy Union and Students' International Network of Astronomy in Iran,
has allowed this project to organize online exchange meetings on the occasion of the equinoxes
and solstices. This has given students around the world an opportunity to introduce their schoolstudies, daily life, and culture in their respective countries. We have shared various kinds ofpractice related to astronomy with links to local culture, daily life, and community. Through theabove activities, we found that communication among teachers and students across borders
promotes astronomy education, environmental and nature education, and astronomy education
practices related to culture and daily life are good gateways to the world of astronomy andscience for teachers regardless of their fields. The challenge of this project is that it is not yet
sufficiently numerous as a repository of examples of practice, and not yet sufficiently broad inits scope as it relates to the field of geosciences in general. We would like to use thispresentation to introduce the first results from the registration of practices on the website andthe introduction of practices in the online communication meetings and hope to receive input
from researchers and practitioners in geoscience education.
Keywords: astronomy education, international collaboration, equinoxes and solstices,
astronomy and culture
References: [1] https://www.iau.org/science/scientific_bodies/commissions/C1/ [2] The
website (https://adis.narit.or.th/) is hosted by the National Astronomical Research Institute ofThailand (NARIT).

30

SH_02
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Astronomy lessons which used Constellation Camera "i-CAN" thatencourage the attitude of observing the night sky
K. Kimura1*; M. Ishii1; M. Sugaya2; T. Satoh3
1

Otsuma Women’s University, 12 Sanbancho, chiyoda-ku, Tokyo, JAPAN
2
Ryugasaki-nishi Elementary school3
Japan Aerospace Exploration Agency
k_kaoru@otsuma.ac.jp

One of the purposes of learning astronomy in elementary school is "to have many opportunities toobserve the moon and stars, and to have many emotions and interests in the celestial bodies andmany stars in the night sky." [1] Children need to have the opportunity to observe the stars.
However, children cannot watch the stars during class hours during the day, and the teacher has
difficulty gathering children at night and is not confident in teaching to observe the stars, soeveryone has little opportunity to observe the stars together. Therefore, each child is forced toobserve at home at night[2]. Previous studies have shown that it is not enough to teach how to
observe the night sky in daytime lessons alone. And that it has been difficult for children to acquire
accurate drawing skills.
From these issues, we investigated whether showing the real-time night sky image during classwould motivate children to observe the night sky at home. Also, by checking in advance the night
sky that children will see at night, we will make it possible for them to recognize that they haveseen the same asterism later. This survey is for 4th-grade, we compared the lessons taught by theconstellation camera i-CAN before the observation with the lessons taught by the planetarium
software. Both children practice how to use acompass and observed the moon during the day andlearned how to draw by the silhouette method.
After that, the children observed the night sky anddraw asterisms at each home.
As a result, children who learned using i-CAN
began to actively observe at home. This increased
the children's attitude towards observing the nightsky. Furthermore, it became clear that theasterisms they perceived as the same stars werereproducible draw of not changing theirarrangement over time. Thus, it was suggested thatusing i-CAN before observing the night sky at
Figure1. Night sky real-time observationhome is an effective teaching method for acquiringusing time difference. Everyone can use
reproducible observation and recording skills.
i-CAN to observe the stars/constellationsin the classroom during the day.
Keywords: Astronomy Education, Constellation Camera i-CAN, Astronomy Teaching,
Observation, Learning activities
References:[1] Ministry of Education, Culture, Sports, Science and Technology. (2017) Elementary School
Course of Study Commentary Science Edition, 60.
[2] Masayuki Ishii. et al. (2012) Society of Japan Science Teaching, Abstract #2H103,368.

31

SH_03
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

The Moon in the Night of Nirvana
H. Otsuji
Faculty of Science and Engineering, Toyo University, Kujirai 2100, Kawagoe, Saitama, Japanotsuji@toyo.jp

I have been focusing on the depictions of the moon in literaryworks. A famous haiku by Yosa Buson, featuring the moon,is a popular science teaching material for Grade 9 students inJapan to infer the moon’s shape. Because he wrote the haiku
when he left the Maya temple in Kobe and saw the beautiful
scenery in front of him, I found that he might have been
reminded of the “Nirvana” drawing (Figure 1). The haiku not
only expresses the beauty of nature as claimed by Masaoka
Shiki, but also embeds the impermanence of human life anddeath and the eternal transition of the natural world[2][3].
In Japanese literature, the moon generally refers to autumn, Figure 1. Nirvana [1]but the full moon in spring seems to represent Nirvana. The
disciples in the drawing must have thought of Buddha when they saw the rising moon after hedied. How high did the moon go up? The moon occasionally rises unexpectedly high, sometimes
at altitudes above 80 degrees in Japan.
Buddha died in Kushinagar, which is located 26.7 degrees north latitude, on the night of the fullmoon on February 15 in the lunar calendar. However, there are some theories regarding the yearof his death that cannot be clarified; for example, Theravada Buddhism estimates it to be 544 BC,
while Hajime Nakamura believed it was 383 BC.
The observed altitude of the moon Table 1. Moon of the Estimated Night of Nirvana
Estimated
Altitude of theTime ofchanges greatly depending on the
Remarks
Year
(BC)
[4]
Moon
[degree]
Moonriselatitude and its positional relation with
949
66.7
18:04
Shobo Genzo
the sun (moon age). In addition to the
544
69.2
16:38
Theravadaobliquity angle of 23.4 degrees, the
486
65.3
17:53
Shusho Tenki
angle of 5.1 degrees between the lunar
386
66.7
16:56
Ui Hakuju
orbit and the ecliptic planes must be
383
71.7
17:25
Nakamura H.
considered. The moon orbits thebarycenter and the lunar orbit plane, keeping its inclination, and rotates in the opposite direction
to the orbit movement in a cycle of about 18.6 years (causing the earth to nutate). The National
Astronomical Observatory Japan provides a website that instantly calculates the moon’s altitude,
rising time, and direction based on the observed place and date [5].
Table 1 shows the altitude and the time of moonrise for each theory. The altitude of the full moonof that night at Kushinagar, while not exceptionally high, was high enough. Figure 1 shows adrawing of the sunset time (moonrise time) of one of these. This calculation depends on thecalendar and may be revised in the future.
Keywords: Moon Altitude, Nirvana, National Astronomical Observatory Japan.
References: [1] Daien-ji, Suginami, Tokyo [2] Otsuji H. (2020) What Buson Caught in the
Canola? Proceedings of JSSE 44, G064. [3] Otsuji, H. (2021) The Philosophical Background of
Art in STEAM Education, EASE Conference 2021, Shizuoka, Japan. [4] Wikipedia “Shaka.” [5]National
Astronomical
ObservatoryofJapan.
https://eco.mtk.nao.ac.jp/cgibin/koyomi/koyomiy.cgi

32SH_04
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Use of the Remote Observing Tools for Astronomy Subjects
under the Pandemic
T. Satoh1*; M. Ishii2; I. Matsumoto3; K. Kaoru2; H. Ueda4
1

ISAS/JAXA, 3-1-1 Yoshinodai, Chuo-ku, Sagamihara, Kanagawa 252-5210, Japan
Otsuma Women’s University, 12 Sanban-cho, Chiyoda-ku, Tokyo 102-8357, Japan
3
Shimane University, 1060 Nishikawatsu-cho, Matsue, Shimane 690-8504, Japan
4
Akita University, 1-1 Tegatagakuen-machi, Akita 010-8502, Japansatoh@stp.isas.jaxa.jp

2

Studying astronomy subjects is usually quite challenging as most of celestial bodies cannot be
observed during the day when kids are at the schools. Remote observatories in different timezones(assume they are in the night) can therefore be
useful to deliver the real-time view of target
objects to the classrooms in the day. Ourconstellation camera i-CANs were developed toprovide convenient access to the night sky basedon an easy-to-use interface [1]. The best usage of
i-CAN is to visualize the motion of stars (Fig. 1)
which is in Japan’s standard curriculum (Courseof Study) for 4th grade. The night sky of an i-CAN
site is projected to the screen and kids mark thepositions of stars. In 5 or so minutes, undoubted
Fig. 1: Kids mark star positions on the
motion of stars is noticed.
screen (before the pandemic).
This pandemic has forced so many areas in ourlives to change. At schools, remote classes are now common, and teachers/students get more andmore familiar to remote tools (presentation, chat, etc.) than ever before. We have found that our
remote observing tools, such as i-CANs, are almost as useful as they were before the pandemic,
or even more useful now. “Projection of the sky to the screen” can easily be replaced by “sharingof the screen”. “Marking star positions” can be done using “annotation function” of the meeting
app (zoom, for instance). It should be noted that these are not only for remote class but the samecan be done in the real classroom as each student is now given a tablet device. There is no need tocall kids to the screen which may increase the risk of infection to each other.
After all, the pandemic has increased in general our ability of utilizing remote tools, and it has
shed more light on our remote observing tools. We may probably be able to learn more from these(unintentional) experiences to make the once challenging astronomical subjects more fun to study
things.
Keywords: Astronomy subjects; Remote tools; Constellation cameras; Motion of stars;
Pandemic
References: [1] Satoh T. et al. (2008) Global Hands-On Universe 2007, 73-78.

33

SH_05
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Astrotourism and Sustainability: A case study of Yoron Island,
Kagoshima Prefecture
K. Sawada*; M. Okyudo
Wakayama University, Faculty of Tourism, Japan
t111055@wakayama-u.ac.jp

In recent years, astrotourism (AT), which is defined as an activity where people travel from theirplace of residence in order to look up at beautiful starry sky and celestial bodies has started to
attract an increasing number of tourists all over the world [1]. Also, AT is an innovative form of
tourism that contributes to sustainable tourism development based on the triple bottom line (TBL)[2]. AT is expected to lead the creation of night-time economy that has been ignored in the past
(Economic Bottom Line) [3], the promotion of educational activities to prevent light pollution
based on environmental protection (Environmental Bottom Lone) [4], and the inheritance of starlore in the region (Socio-Cultural Bottom Line) [5]. Wakayama University is practicing
sustainable tourism development centered on AT in Yoron Island, Kagoshima Prefecture. This
report describes the activities we are engaging in on the Island.
Yoron Island, 20.8 km2 in area, has a population of approximately 5,000 people, and the coast is
surrounded by a coral reef. Yoron Island experienced a tourism boom in the 1970s, attracting morethan 150,000 tourists a year, but the number is currently hovering around 70,000 [6]. We arepracticing the following three major activities in the island. First, we offer “The Qualification
System for the Astronomy Guide [7]” to train astro-tour guides. At present, more than 50 local
residents have taken the course, and several of them are actually carrying out tours. Mr. A, who
specializes in marine leisure guiding, talked to us, “Even if I get too old to go out to sea, I cancontinue to guide starry skies!”. In Yoron Island, AT is becoming part of the economic income.
Second, we are engaging to reduce light pollution. Town lights are the biggest natural enemy for
AT. Therefore, we have switched streetlights in some areas of the island with an upward luminous
flux ratio of 0. We also plan to survey the status of streetlights throughout the island and, in turn,replace them that can reduce light pollution. In the future, we aim to be certificated by International
Dark-sky Places Program, which is carrying by International Dark-Sky Association [8]. We arecommitting to creating island where tourism and the rich environment can coexist. Third, we areconducting ethnographic research on star lore in the island. The ancient people lived by watching
the movement of the stars and the moon when there were no clock and compasses. Also, theyknow a lot of folk songs, related to the stars and the moon. We hope that astro-tour guides can
explain their wisdom of life. In order to realize, we have published several of our findings in apaper [9]. We will continue to engage on creating a sustainable tourism destination through AT on
Yoron Island, focusing on these three pillars.
Keywords: astrotourism, sustainable tourism development, Yoron Island, astronomy education,light pollution
References: [1] Sawada K and Okyudo M. (2022) WUATS, 26, 85-102. [2] Tapada E. etal. (2021) ET, 11(2), 291-331. [3] Mitchell D. and Gallaway T. (2019) TR, 74(4), 930-94
2. [4] Weaver D. (2009) JE, 10(1), 38-45. [5] Dalgleish H et al. (2019) IAU,15, S367. [6]UploadFileDsp.aspx (yoron.jp) [7] https://sites.google.com/site/hoshizoraannaishikakunintei/#h.p_ID_36 [8] International Dark Sky Places - International Dark-Sky Association [9] Sawada K. et al. (2021) , WUATS, 26, 69-82.

34SH_06
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Late Holocene Sea level change and hydrodynamic of Chanthaburi
estuary in the eastern Gulf of Thailand
S. Chawchai1*; J. Miocic2; A. Baillan3; P. Surakiatchai1; S. Kongsen1; M. Choowong1;
F. Preusser3
1

MESA Research Unit, Department of Geology, The Faculty of Science, Chulalongkorn University,
Bangkok, Thailand
2
Energy and Sustainability Research Institute Groningen, University Groningen, Groningen, The
Netherlands
3
Institute of Earth and Environmental Sciences, University of Freiburg, Freiburg, Germany
sakonvan.c@chula.ac.thBeach ridges are sea level-related deposition that can be used to infer former sea level positions
and shoreline evolution. In this study, satellite images provide evidence of paleo-beach ridges in
Chanthaburi province, the east coast of Thailand extending as far as 6 km inland with anorientation approximately northwest-southeast, comparable to the current coastline. Paleo-beachridges in this area can be divided into two sets; inner ridges (5.3-6.0 km inland) and outer ridges(0.4-1.8 km inland). The Chanthaburi river estuary is currently situated between the inner andouter ridges. The sedimentary properties show that (1) the ridge sediments are fine to coarse sand,becoming finer inland; (2) the grain shapes are sub-round to sub-angular with low sphericity; and(3) the mineral composition is primarily quartz (> 90%), with a small amount of clay minerals,
feldspar, and heavy minerals. Optically stimulated luminescence (OSL) dating of 26 sand samples
from 12 pits of ridge profiles suggest that the oldest deposition occurred during the late Holocene(3,580±180 years ago). The inner set of paleo-beach ridges accumulated during ~3,800-2,500
years ago, while the outer set of ridges formed between ~2,000-1,000 years ago. In conclusion,
the formation of paleo-beach ridges in this area indicates the sea-level regression ca. 2 m after
the mid-Holocene Highstand. The sea level transgression triggered the formation of the beachbarriers, and estuarine systems were likely active after the regression.
Keywords: Beach ridge, Sedimentology, OSL dating, Sea-level change, Gulf of Thailand35

SH_07
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Research on the Disaster Education in Chinese Senior High School
Geography Textbook
H. Sun*; Y. Duan
East China Normal University
sunhongbo0417@163.com

Abstract: In the process of sustainable development, education is one of the key ways to mitigate
disasters and ensure safety. Education that teaches the basic knowledge and skills of disastermitigation and prevention plays an extremely active role in disaster mitigation and risk control. The
curriculum of geography contains rich resources for disaster education, and the content andcharacteristics of disaster education organized in geography textbook are the core elements for
implementing the goals of disaster education.
This article analyse disaster education in compulsory Geography 1 textbook in Chinese senior highschool which is published by Sinomap Press (Shanghai edition).The book is set up according tostudents' overall development needs, and all Chinese senior high school students will study it andbe tested, which have universal educational significance.The topics of disaster education in Chinese
senior high school geography textbook cover meteorological disaster, marine disaster, geologicaldisaster, biological disaster, etc. The content of typhoon, flood, storm surge,algal bloom, earthquake,landslide and mudslide is organized in the textbook according to Chinese disaster situation and thenational geography curriculum standards.They convey systematic and universal disaster knowledge,
develop students' ability to obtain disaster information and argue disaster problems,enhance theconsciousness and mobility to prevent disaster,and form the harmonious coexistence between
human beings and nature.
The main features of disaster education in Chinese senior high school geography textbook
are:(1)constructing the disaster knowledge framework,which is organized by "concept of disaster causes of disaster - characteristics of spatial and temporal distribution of disaster - impact of disaster- measures for disaster prevention and mitigation"; (2)promoting students' literacy,and the activity
tasks permeate the basic methods and ideas of geographic research and embrace core geographic
literacy; (3)integrating information technology,and the textbook provides geographic tools such as
Geographic Information System,Virtual Reality Technology, Remote Sensing, and online disasterdatabases to guide students to recognize and understand the application of information technology
in disaster prediction and forecasting, data analysis, and disaster relief. Disaster education is
logically organized, with the application of cutting-edge science and technology, and studentcentered experiential activities.It gradually enriches students' disaster cognitive system by "what toknow - why to know - how to do".It can enhance students' disaster prevention and mitigation ability,and establish a sustainable development concept of dialectical coordination between human andenvironment.
Keywords: Chinese senior high school geography textbook; disaster education; disasterprevention and mitigation
References:
ErYong Xue(2008). Strategic choices of Education in Response to Natural Disasters: The Caseof Japan, India and Iran, Comparative Education Research, 10:76-80.
Hongliang Yang(2016): Towards culture: path options for disaster education in schools,Chinese
Journal of Education,10:68-71+83.
Rajib Shaw,Aiko Sakurai,Yukihiko Oikawa(2021):New Realization of Disaster Risk Reduction
Education in the Context of a Global Pandemic:Lessons from Japan.International Journal ofDisaster Risk Science,12(4),568 - 580.
Rajib Shaw,Yukihiko Oikawa(2014):Education for Sustainable Development and Disaster Risk
Reduction.Springer Japan,8.
36

SH_08
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Shape Design and Safety Evaluation of Salt Caverns for CO2
Storage in northeast Thailand.
N. Pajonpai1; R. Bissen1,2*; S. Pumjan1; A. Henk3
1

Department of Mining and Petroleum Engineering, Faculty of Engineering, Chulalongkorn University,
Bangkok, 10330, Thailand
2
Basin Analysis and Structural Evolution Research Unit (BASE RU), Department of Geology, Bangkok,
Thailand3
Institute of Applied Geosciences, Technical University of Darmstadt, Darmstadt, 64287, Germanyraphael.b@chula.ac.th

In Thailand, greenhouse gas emissions, especially carbon dioxide (CO2), have almost quadrupledsince 1989. The energy producing industry is the main contributor by burning fossil fuels togenerate electricity. Therefore, the energy sector has come under scrutiny and been pressed bysociety to take responsibility for CO2 emissions which are one of the main reasons for global
warming. Many methods have been developed to handle CO2 emissions, one of which is Carbon
Capture and Storage (CCS). Captured CO2 can be stored in geological formations, e.g., rock salt
deposits, which are found worldwide. Salt caverns are an intensively studied and adequate
solution due to their large storage capacity, safety of storage operation and long operation time.
Rock salt has a low permeability and self-healing capabilities, preventing the leakage of CO2.
Additionally, excavation of salt caverns by cost-efficient solution mining is economicallybeneficial as the overall cost for CCS are reduced. However, the designing process of salt caverns
is still considered a complex issue despite progress in geotechnical, construction and exploration
methods. Finding the optimal shape and dimensions of a salt cavern in given geologicalconditions is a difficult engineering problem in view of safety and stability requirements. In thispaper, the stability of typical cavern shapes (spherical, cylindrical, teardrop, bulb, and pear) was
evaluated. The analysis aimed to find the optimal cavern shape for salt deposits found in borehole
K-89 at Ban Nong Plue, Borabue district, Maha Sarakham province, northeast Thailand. Sourcesof CO2 are natural gas and biomass power plants. For local communities, the safety of CO2
storage facilities is of utmost concern. The evaluation of cavern stability was based on thefollowing criteria: displacement, von Mises stress, safety factor and volume change. The resultsof this evaluation can be useful in the design of an optimal cavern shape for planning new cavern
fields for storing CO2 (and other gases) in salt deposits.
Keywords: carbon dioxide sequestration, salt cavern, geomechanical modeling, cavern stability,
safety, Maha Sarakham Formation

37SH_09IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Narrative and Thematic Analysis of Natural Disaster Experiencesof High School Science Students
B. S. Emralino1*; F. M. Emralino2
12High School Department, Laguna College, San Pablo City, Laguna, Philippines
Physics Unit, Philippine Science High School CALABARZON Region Campus, Department of
Science and Technology, Batangas City, Batangas, Philippinesb.emralino@lagunacollege.edu.ph

A narrative and thematic analysis of the experiences of high school science students during the2020 Taal Volcano eruption in the Philippines was conducted. A survey instrument was preparedas an in-class activity and was administered to the students (n = 218). The activity was a set of
guided closed- and open-ended questions designed to obtain the specific experiences of thestudents during the actual Taal Volcano eruption and the subsequent actions of the students andtheir families immediately following the eruption. Recollection of the students on their specificactivities and locations during the eruption varied primarily as it occurred on a weekend.
Responses describing their subsequent actions were analyzed and were identified to fit underfive different themes: 1) respondents become more cautious and were forced to establish theirown emergency procedures (51%); 2) respondents become more cautious but did not make any
specific emergency procedures (30%); 3) respondents did not do any action (10%); 4)
respondents already have existing emergency procedures (7%); and 5) respondents did notprovide any classifiable and clear answers (2%). The results can serve as basis for the conductof a focus group discussion to further investigate the immediate factors which motivated thestudents and their families to arrive at those decisions. It is recommended that similar surveys
be formatted also using the instrument employed in this study to get narratives from other natural
disaster experiences.
Keywords: disaster education, science education

38SH_10
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Development and Evaluation of a Lesson Program on a Storm
Surge with a Typhoon passage
Y. Sakakibara*; H. Nagai
Shinshu University, 6 Nishi Nagano, Nagano, JAPANysakaki@shinshu-u.ac.jp

There are heavy rain, strong wind and storm surge (high tide) in meteorologicaldisasters. Most of them are caused by typhoons. The typhoon Isewan had the most of
victims in Japan 1959. The damage done by huge storm surge. The storm surge
disaster induced by typhoon Yulanda
caused several damages in Leyte andSamar island the Philippines. TV and aradio addressed inhabitants as storm
surge attention. But many inhabitants let
their guard down and failed to escape.
Over 7700 people died or were missing.
Understanding of the mechanism ofstorm surge is important for residents tojudge the information about safety
correctly and evacuate the safe place.
The mechanism of storm surge, whichtends to occur in the bays located on theright hand side of the typhoon passage,
is not easy to understand.
We have developed a new course of
study on storm surge disasters. We
should teach high school students aboutstorm surge since they can deliver
serious damage, but the available
teaching materials are poor and there arefew classes covering this issue.
The reason storm surge can moreeasily cause flooding in some areas thanother, and the factors that generate flooding Figure 1: A teaching material for an activity
may be hard for students to understand. To with a magnet bar a: wind direction
address those difficulties we have compass model on the a clear box, b: S poledeveloped: (1) teaching material using a of a magnet bar is moved under the clear
magnet bar and magnetic compass to box
simulate the wind direction on different sides of the typhoon passage (Figure 1) and(2) the lesson plan including an activity with a computer using AMeDAS observation
data on historical typhoon movements and wind directions.
We performed a trial lesson to study the effectiveness of the lesson plan and found
the following:1) The lesson increased student interest in studying typhoons.
2) Students found the lesson fun.
3) The lesson was successful in explaining the properties of the wind direction in
typhoon movement patterns and how it helps us predict storm surge floods.
Keywords: typhoon, natural disaster, high school, storm surge, wind direction39SH_11
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Education for Disaster Risk Reduction in Japan from the Viewpointof SDGs (Sustainable Development of Goals)
T. Fujioka1*; I. Matsumoto2
1

Shiga University, Hiradu2-5-1, Otsu, Shiga, 520-0862, Japan
Shimane University, Nishikawadu1060, Matsue, 690-8504, Shimane, Japanfujioka@edu.shiga-u.ac.jp,

2

Today, efforts to achieve the SDGs are attracting attention both domestically and internationally.
Responding to climate change and natural disasters is indispensable for building a sustainable
society. Words related to natural disaster reduction are frequently used in the targets and goals of
the SDGs. Especially, SDGs 4 have important implications for education that leaves no one
behind in natural disasters. Education is indispensable for the realization of all 17 goals, and theimportance of Geoscience education goes without saying. In this report, we intend to summarize
the issues and prospects of Geoscience education in Japan, where natural disasters have occurred
frequently from viewpoint of SDGs.
In the 2011 Great East Japan Earthquake and Tsunami, more than 600 children, students were
killed. In Ishinomaki City and Higashimatsushima City, the predictability of disasters was
disputed even by the Supreme Court. These discussions, the manual guidelines prepared by thegovernment, and the Third Plan for the Promotion of School Safety have revealed thefollowing:(1) Principals need to understand the natural environment of the area at a higher level thancitizens. (2) The Board of Education, which established it, has a great responsibility for
guidance and advice. (3) Schools need to review safety manuals and require teacher training.
(4) Hazard predictability as a duty of care is also applied to natural disasters
These issues present future challenges not only to school principals and boards of education, butalso to the Japanese educational community. Specially, the need for Geoscience education inschool management became clear.
1．School administrators need to learn the local nature, for example Geography or Geology
2．Faculty and staff are required to conduct school safety and evacuation drills based on theirknowledge of Geoscience.
3．Curriculum management that transcends the framework of conventional subjects is
indispensable for disaster prevention education from the perspective of SDGs.
4．By learning about the benefits of nature as well as regional and domestic natural disasters
from the viewpoint of ESD, it is possible to educate people who are conscious of the harmony
between nature and humans.
Keywords: Disaster Risk Reduction, SDGs/ ESD, Geoscience Education, School Safety
References:[1] Tatsuya FUJIOKA (2021) Good Prospect of Science Education, and Construction of
Sustainable Society: Future Development of Science Education That Is Linked to Disaster
Prevention or Mitigation and Recovery, Science Education Monthly, 830, 5-8. [2] Ichiro
MATSUMOTO (2021) Role and Signification of Science Education That Responds to Natural
Disasters: Education for Preparedness to Protect Lives and Property, and Education for
Sustainable Development to Protect the Community. Science Education Monthly, 830, 9-13.

40SH_12
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Developing Global Energy Topic STEAM Program with a Focus
on Democratic Citizenship
Young Shin Park*; Kiyoung Lee; Hyeong Soo Kim; Hyonyonh Lee; James Green; Jiyeon Lee
Chosun University, Kangwon National University, Korea University, Kyoungbook National University
parkys@chosun.ac.kr

This study explored democratic citizenship (DC) for students by developing eight different
components of DC as a framework. We employed this framework to examine what and how much
DC is included in activities that have the topic of energy in science lab books and textbooks fromK to 12 in Korea. We found different DC components were included in lab books and textbooks
at different grade levels and some components were not present at all. To help address the uneven
distribution of these components, we developed four energy topic DC inclusive science,technology, engineering, arts, and mathematics (STEAM) books related to the topic of energythat were designed to foster rich DC learning experiences in school science. We engaged 13
teachers as consultants in a validation process when developing the DC inclusive STEAM books.
This study describes the development and implementation of the DC framework for preparing
supplemental science curriculum materials that can improve students’ appreciation for DC.
Table 1. The Democratic Citizenship Frame (DCF)
1

Component
critical thinking

2communicationand collaboration

3

information
management

4
5
6
7

8

Definition
logically explain the given problems andinformation and judge from various perspectives
process of reaching a compromise by exchanging
opinions with colleagues and others during
scientific exploration and problem solving
provide a way to collect, evaluate, and analyze
the information

Sub-Components
logicaldecisiondivergent thinking
cooperative learningand discussion

data collection/data
analysis/data
representation
Sympathy
share emotion together and increase our empathy emotional empathy
for itand ethics
socialfeel and express social responsibility closely in responsibility
accountability
relation to students’ lives
science,
explain explicitly the relationship between STS
technology,& technological development and social change
society
self-direction plan plan, execute and evaluate what can be done on a self-directed
personal level to solve the problem
planning,
implementing, andevaluating
decision-making
enhance decision making after various exploring
competency
alternatives are presented and discuss to compare alternatives/making
them to decide which one is the most appropriate decisions
and concrete solution

We developed four energy topic DC-inclusive STEAM books (on the subjects of nuclear energy,
wind power energy, thermal energy, and solar energy) for citizens and students to experiencerich DC. We believe that more training is needed for science educators to understand DC, todevelop DC educational programs, and to be able to construct consensus about DC’s definition
for its usage in education. Science educators need to collaborate with teachers so that they canunderstand DC and implement their practices on the basis of their understanding.
Keywords: democratic citizenship, STEAM, energy, science education
41SH_13
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

The Model STEAM Education Challenges Using “Dagik Earth” forthe Sustainability within the project of Shizuoka STEM Academy
Y. Kumano
STEAM Education Research Institute, Faculty of Education, Shizuoka University
Kumano.Yoshisuke@shizuoka.ac.jp

The “Dagik Earth” is the 3 dimensional learning materials of the Earth and other planets of
the Solar System. Most of the data were collected from many satellites which are moving aroundthe Earth. It was supported by a governmental grant from the Ministry of Education, Culture,
Sports, Science and Technology (MEXT) of Japan between FY 2009 and FY 2011 to develop thesystem and educational programs. Kyoto University, National Institute of Information andCommunications Technology, National Museum of Nature and Science, Shizuoka Science
Museum, and Shizuoka University participate in this project.
Also, Shizuoka STEM Academy is the five year project of encouraging students’ researcheswith STEM learning supported by the Japan Science and Technology Agency from 2018 to 20222.
It is about 30 institutions are conducting similar projects in many locations in Japan. In the case of
Shizuoka STEM academy, it has been conducting STEM learning in the morning and discussion on
the individual research or group research within the contexts of informal education.
It is identified that “Dagik Earth” is one of the best STEM learning material in terms of
main points that fit to project based learning and eight practices of Next Generation Science
Standards developed in the US. At first, it is easy to develop guided PBL models whichavailable for the teachers and then individual or group oriented development of forming
questions by watching many DATA among 175 contents.
In this short paper, it is explained the contexts of STEM learning with project based learning
using Dagik Earth from 2021. Also, descripted reactions of each student were analysed. Once
participated students know how to manipulating 3D dimensional data, they concentrated towatch again and again those data to find their own solutions concerning to Global issues.

Figure 1.

Figure 2.

Keywords: Model STEAM Learning Material, STEM education, Dagik Earth, Informal
Science Education, Shizuoka STEM Academy.
References:[1] Kumano, Y. (2022). Reiwa Sannendo Junia Doctor Ikuseijyuku Houkokusho [2021Shizuoka STEM Academy Annual Report, Junior Doctor fostering Juku, fostering
next-generation scientists program]. Japan Science and Technology Agency (in Japanese).
http://hdl.handle.net/10297/00028963

42SH_15
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Development of BYOD-style Horizontally and Vertically Movable
Virtual Reality Field Trip Tool for Earth Science Education
S. Shoji*; T. Sato; K. Kawai; K. Imai; Y. Kobayashi
Toranomon Arche B3F, 1-1-21 Toranomon, Minato-ku, Tokyo 105-0001, Japansanefumi.shoji@livearth.jp

In Earth Science, field trips that enable a deepening of geological understanding though in-situ,
multi-angle observation have recently become more difficult for educational institutions to
conduct for economic and safety reasons. In addition, the COVID-19 crisis has forced education
systems to find alternatives to face-to-face instruction, and has stimulated the need for remotely
accessible educational tools. As an alternative, virtual reality (VR) technology not only brings avirtual field trip experience into the classroom, but also enables users to browse difficult-to-reachviews, such as a close-up 360 degree photograph of a highly located outcrop. While most VR
learning tools only provide 360-degree images at certain static spots and with limited immersive
experience, we developed a both horizontally and vertically movable VR field trip tool with adrone, focusing on two notable geological sites, the Large Outcrop of Torikata and the Yobake in
Saitama Prefecture. We expect to clarify the utility of this VR field trip tool which could
potentially supplement actual Earth Science field trips.

Fig. the Large Outcrop of Torikata captured with a drone
Keywords: Earth Science teaching material, VR, BYOD, field trip, the Large Outcrop of
Torikata, the Yobake
References:[1] Shoji et al. (2022) Development of BYOD-style Horizontally Movable Virtual Reality Field
Trip Tool for Earth Science Education. Education of Earth Science, 74, 13-30.

43SH_16
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Outdoor Earth Science Learning through Geocaching
S.M. Locke*; G. Bracey; S. Hu; T. Foster; C. Wilson
Southern Illinois University Edwardsville, Edwardsville, Illinois, USA
slocke@siue.edu

Geocaching is a popular hobby that involves GPS navigation to a hidden “cache” or point ofinterest somewhere on Earth. The international geocaching website lists the latitude and longitude
for sites all over the world, and many active geocachers try to log as many geocaches as possible.
Additionally, a special type of geocache, called an EarthCache, focuses specifically on a site ofgeological significance. To complete an EarthCache, the cacher must answer a series of questions
about the geological site and send answers to the owner of the EarthCache. The worldwide
popularity of geocaching means this activity is an excellent opportunity to promote earth scienceawareness and learning among the public, teachers, and school children.
A team of scientists and educators at a public four-year university in the Midwestern United States
designed a research project to introduce EarthCaching to pre-service elementary teachers. The
goal was to increase preservice teacher interest and positive attitudes towards teaching earthscience in the outdoors. We designed eight field EarthCaches and two virtual EarthCaches andintegrated them into the curriculum of a science content course. Most of the sites were located on
campus so that students could easily visit them even if they did not own a car. The geologic topics
aligned with the course content and included the water cycle, soils, natural resources, andsedimentary rocks. Unlike the traditional earth science laboratories in this course, theEarthCaches were completed by students outside of regular class time. We administered pre/post-surveys and then compared changes in earth science conceptual knowledge and attitudes
towards teaching outdoors between the EarthCache participants and a control classroom. Over
three semesters, there was no statistically significant difference in the conceptual earth scienceknowledge gains between the two groups, even when the EarthCaches were completed by thestudents independent from an instructor as an out-of-classroom activity. Follow-up interviews
with the preservice teachers indicated that students perceived several benefits from the outdoor
experience, including direct observation of natural processes described in the textbook andcuriosity about their surroundings. Caches that included questions about the relationship between
humans and their environment, including historical human impacts, were of particular interest to
students. Students also mentioned challenging aspects of the experience, such as weather
conditions and difficulty with navigation. The findings indicate that EarthCaching is a promising
approach to introduce preservice teachers to outdoor earth science learning. Also, although mostpublished EarthCaches focus on geologic features and processes, topics that relate tosustainability education were especially popular with the preservice teachers in this study. Thissuggests a potential to further sustainability education through geocaching. In addition toelementary preservice teachers, this project has had a broader impact on society by creating a
new published EarthCache at a limestone bluff that is now visited regularly by members of the
public.
Keywords: preservice teachers, geocaching, outdoor learning, elementary education

44SH_17
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

‘NIED Quake map!’-Guide and education tool at geoparksM. Matsubara1*; A. Nishizawa1; S. Aoi1; K. Takenouchi2
1

National Research Institute for Earth Science and Disaster Resilience, 3-1 Tennodai, Tsukuba,
Ibaraki, 305-0006
2
Fossa Magna Museum, 1313 Ichinomiya Itoigawa, Niigata 941-0056
mkmatsu@bosai.go.jp

1. Introduction
Geoparks are the single, unified, geographical areas where sites and landscapes of international
geological significance are managed with a holistic concept of protection, education andsustainable development. Familiarization of the local seismic activity in communities is one of ourimportant missions since earthquakes are major natural and cultural heritages in Geoparks.
In July, 2018, National Research Institute for Earth Science and Disaster Resilience (NIED) has
opened the web site named as ‘NIED Quake map!’ to visualize the local seismicity around the
Itoigawa UNESCO Global Geopark (https://www.geopark.bosai.go.jp/itoigawa). It is userfriendly to explore the recent earthquake locations detected by Monitoring of Waves in Land andSeafloor (MOWLAS) and historical earthquakes in the same map. The ‘NIED Quake map!’
successfully shows the seismicity in the wide area around the Geopark. Visitors can access to it byscanning the QR code shown on the information board at the Fossa Magna Park.
2. ‘NIED Quake map!’
The top page of the web shows a map of the local seismicity during recent one year. The colorand size of circles show the depth and magnitude of earthquakes, respectively. The latest
earthquake is shown with a large star. There are volcanoes, active faults, and rivers to grasp thelocation of the geosite. People can recognize the seismicity within the ground with seeing both
memorable large earthquakes and unfelt micro-earthquakes.
3. Use in the guide at the Itoigawa Geopark
Now NIED provides web sites for 16 geoparks among
46 in Japan and plans to open web sites according to theirrequests by the geoparks through Japan Geopark Network(JGN) based on the Comprehensive Partnership Agreement
between NIED and JGN.
The guides of the Geopark use the 'NIED Quake map!'
to explain the geology and geophysics at the Geopark.
Tourists and school children visiting the Fossa Magna Park
access to the website through the QR code by using theirsmartphones to find both many earthquakes beneath theground and many earthquakes near the active faults. We
usually confirmed about 20-30 accesses every day and 5060 accesses by the groups of the field trip at Fossa Magna
Park.
Figure: 'NIED Quake map!'
NIED also provides the ‘NIED Quake map!’ for San'infor San’in Kaigan Geopark
Kaigan UNESCO Global Geopark in 2022. There are
Museum of the earth and sea.
approximately 180 elementary, junior high, and highPurple lines denote theschools in it. They are planning to promote the ‘NIED
surface trace of active faults.
Quake map!’ to be able to use for teaching and learning
tools at schools.
Keywords: ‘NIED Quake map!’, hypocenter map, geopark, guide, school class45

SH_18
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Agavi: A Digital-Analog Hybrid Platform for Science Education
L. Horodyskyj1,2,3*; B. Ilca1; W. Parkhurst1; A. Gazdac1; J. Oribello1
1

Science Voices, Tempe, USA
Blue Marble Space Institute of Science, Seattle, USA
3
Universidade Estadual de Campinas, Campinas, Brazil
levh@sciencevoices.org
2

The COVID-19 pandemic was a genuine opportunity to transform science education for the 21st
century. Instead, the opportunity has been mostly squandered, with the standard lecture-lab
science classrooms migrating almost completely intact to the digital environment through the useof Zoom lectures and simulation labs. This underwhelming transition to online learning has
negatively impacted students, instructors, and institutions, resulting in a global push for a return
to in-person versions of the same. The format of this transition was necessitated due to therapidity of the COVID-19 pandemic lockdowns, but was exacerbated by poor resources foroffering quality online learning at reasonable cost. This includes not only digital platforms, but
general internet and connectivity infrastructure as well.
We will be discussing the Agavi project that Science Voices (a US-based nonprofit organization
focused on improving equity in digital science education) has been working on since the start ofthe pandemic. Informed by our experiences in poorly connected internet environments inIndonesia, Romania, and the US Virgin Islands, the Agavi project is designed to fill the gap
between traditional 20th century digital tools (learning management systems, videos, multiplechoice quizzes, etc.) that most of the world works with and the 22nd century digital tools that
Silicon Valley is obsessed with (virtual reality, augmented reality, metaverse, etc.).
The Agavi system is currently under development by a cadre of global volunteers working closelywith science teachers in both formal (universities) and informal (observatories, museums, nationalparks, tourism) learning environments in multiple countries (Brazil, Indonesia, Romania, Ukraine,and US). It features a smartphone-native design with a focus on making the building and analysis
of science activities simple through good user interface design. The system integrates various
smartphone and external sensors as objects that can be used in activities to allow teachers to build
active learning experiences that encourage students to interact with their environments, rather thansimply consuming content through a portal. We are also constructing our databases to allow theapplication of bioinformatics analysis techniques so that we can better understand how teachersdevelop and modify materials, how they share them, and how shared content is modified andupdated for its new environment. The goal of this research is to inform the design of an artificial
intelligence system that can help teachers adopt and optimize international teaching materials fortheir classrooms more easily, essentially, allowing them to learn quickly from the experiences of
their colleagues from around the globe.
We will demonstrate the Agavi system and show examples of its implementation in astrotourism
projects in the US Virgin Islands, environmental public education in Indonesia, and completely
off-grid digital lab classrooms in the Amazon River basin. We will also discuss application of thesystem in geoscience teaching environments, especially field courses.
Keywords: digital education, COVID-19, digital-analog systems, informal science education,
smartphones46

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Poster presentation abstract

Poster sessions will be held via digital posters (ePoster) on the official website. All participants candiscuss using the comment form set up beside the poster pdf file. There will be no core time for the poster
session, but you can discuss with the presenters using the free online communication space (Spatial Chat)described below. Spatial Chat URL: https://spatial.chat/s/geoscied
ID

Page No. Authors

Poster_01

48

S. Tojo

Poster_02

49

H. Yamashita

Poster_03

50

J. Komori

Poster_04

51

T. Yada; I. Matsumoto

Title
How many students disbelieve in plate tectonics, who are majoring in the Training Program for Elementary
School Teachers as undergraduate
What should science education learn from the heavy rain in July 2020 in Japan and what should be
improved? -Relationship between science education and heavy rain disastersOnline classes on various topics enforced by the COVID-19 pandemic -a introduction of geological sights
in JapanRadiation Learning Materials Using Natural Radioisotopes Contained in Mineral and Hot Springs

Poster_05

52

Th. N. Korou

Reusing a notebook as an occasion to raise awareness about sustainability in a democratic way

Poster_06

53

N. Domon; Y. Ohtomo

Poster_07

54

Y. Ohtomo

Poster_08

55

Y. Naoki; Y. Okamoto

Poster_09

56

T. Takebayashi; Y. Kumano

Rock identification practice using a rock garden and rock teaching materials
Rock gardens in elementary and junior high school in Japan: evaluation of the current status and examples
of utilization
Preparation of Rock Thin Sections and Polarized Light Observation at A Middle School
Development and Practices of Geoscience STEAM /SDGs Teaching Materials Utilising the Geology andCulture of Japan ; Examples of Teaching Materials for Schools and Museums

Poster_10

57

Poster_11

58

Poster_12

59

Poster_13

60

Poster_14

H. Nakanishi; Y. Yazaki; H.
Shimoda; Y. Sakakibara
A. Sen; I. Roy; S. Ukhalkar

A report of trial classes on diurnal and annual motions of stars at junior-high school using a self-madeportable planetarium
Geolab – an innovative approach to building Earth Science awareness
Practice and report on the improvement of color index teaching materials

61

R. Mitsuhashi; D. Nagai
Y. Nakanishi; T. Isozaki; T.
Hayashi
M. Minamishima

Poster_15

62

H. Nemoto

Poster_16

63

M.C. Cano; M.M.De Leon

Poster_17

64

N. Hirakawa

Practice of Earth Science Education Leading to Logical Disaster Prevention Actions
Earthquake and its disaster in earth science textbooks for upper secondary school published in 2022:
Contents and problems
The Evolution Of The Process of Selecting The Philippine Team For The International Earth Science
Olympiad (IESO)
Meteorite Study by High School Students - Activities in Japan, 2021–2022-

Poster_18

65

R. Nodera

Development of Educational Materials Using Lunar and Planetary 3D Models

Poster_19

66

Poster_20

67

Poster_21

68

Poster_22

69

Poster_23

70

Poster_24

71

Poster_25

72

Poster_26

73

G. Bracey; S. Locke; H. Burns Exploring Global Challenges: Minority Girls’ Perceptions of Energy
The Role of University-based Regional Center for Science and Mathematics Education Devlopment
M. A. Cano; M. C. Cano(RCSMED) In The Enhancement of Earth Science Education in the Philippines
N. Yoshimoto
Misconceptions about Fundamentals of Climate Change Science among Pre-Service Teachers in JapanS. J. Chaisamba; P. M.
Variations of Surface Ozone at the Cape Point Global Atmospheric Watch (GAW) Station, South Africa
Luhunga; O. N. Kimambo
N. Matsubara; N. Zouros; I.
Special education program of Geopark for high school students - The case of Lesvos Island and San’in
Valiakos; K. Bentana
Kaigan UNESCO Global Geoparks collaboration
H. Salam; S. A. Turab; A. Ali; Ophiolite and hybrid mélange complex exposed along the western Kohat Basin, NW Pakistan anddevelopment of Indo-Afghan suture
M. Q. Jan; N. SulaimanGeomythology of the cave Ahunruparo, the entrance to the other world, in the Pon-ayoro coast, Shiraoi
A. Suzuki; T. Enya
Town, Hokkaido, Japan
A. Fanka; P. Boonkerd
Petrology of volcanic rocks from Mount Pinatubo, Philippines: Implication for magmatic crystallization

Poster_27

74

T. Bessho; T. Nakajo

Current status of beach sand and its significance for education

Marina Marjanovicm

CLASS INGOSTINICA[cancelled]
GIS approach using statistics and morphometric indicators to assess the tectonic signature in thehydrographic network

Poster_28
Poster_29

75

Poster_30

76

Poster_31

77

Poster_32

78

Poster_33

79

Poster_34

80

Poster_35

81

Poster_36

82

Poster_37

83

Poster_38

84

Poster_39(MH_03)
Poster_40(MH_04)

13
14

S. Sedrette; N. Rebai
T. Assawincharoenkij; S.
Phantuwongraj; P. Chenrai
K. Suzuki; Y. Seki
Woo-Yong Park; Chan-JongKim
Y. Okamoto; Y. Naoki; H.
Nishiguchi; Y. Maruo
D. Araki; T. Sato; M. Ishii; K.
Kimura; I. Matsumoto
K. Yamaguchi; A. Michine; I.
Matsumoto

The Importance of Teaching Natural Resources By a Context-based Approach

Enhance Students’ Learning Experience in Fieldwork by Using ArcGIS Online
Dye Separation Properties of Various Rocks and Their Potential
Analysis of Board Games Applicable to Science Classes on Climate Change: Focusing on Citizenship
Education
School-Use Seismographs Employing 3D-Printed Parts --Subsequent Developments and Practical IssuesPractical study on star movement and moon shape using internet cameras i-Can and Wel-cam
Practical research on high school science classes utilizing brackish water in and around Matsue city.

K. Yamaguchi; T. Sato; K. Aoki A field guide using virtual reality technology: Introduction of outcrops around Okayama, Japan
T. Lennon; L. Horodyskyj; R.
Greco; L. Ishak; H.
Greenworks: A Multi-University Environmental Education Role- Playing and Community Action Experience
Umasangaji; I. Bubniak
R. Fukuchi; Y. Nishio; R. Hori;
R. Anma; Y. Yamamoto; A.
Potential of Online Webcasts of Large Scientific Ocean Drilling Programs for University Education: A Case
Sakaguchi; L. Maeda; S. Saito; Study IODP Expedition 386 the R/V Kaimei
K. Takahashi
Key Role of International Geoscience Education Organisation in Unifying and Standardizing Global
B. Asli1; L. Pireh
Geoscience Education Policies and Activities around the World
Role of Geosciences Education Training Policies and Activities in Promoting Sustainable Development
B. Asli; R. Monsef
Goals of the United Nations

47

Poster_01
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

How many students disbelieve in plate tectonics, who are majoring in theTraining Program for Elementary School Teachers as undergraduate
S. Tojo
Fukuoka-Kyoiku-Daigaku, 1-1, Akama-bunkyomachi, Munakata City, Fukuoka Pref. JAPAN
stojo@fukuoka-edu.ac.jp

Ability of imagination is possibly important for science study. Understanding of the plate
tectonics is one of the typical examples in imagination usage. Questionnaire investigation had
held through the students attended a lecture of “Subject content of science in elementary school”
as required subject in course of the Training Program for Elementary School Teachers. It isconsisted of very simple questions such as “Do you think that plate tectonics is true?” I expected
the only affirmative answer, but the result is wonderment that the 14 of 122 marked “NO” on it.
Some of them answered additional reasonable phrases, for example “Continents are drifting?
Never acceptable for me, such kind of idea!” These voices may be plain and naive words of thecontemporary 2nd grade undergraduate students in our university. Plate tectonics is briefly
explained in this lecture, and the questionnaire is done at a term end. This subject consist ofphysics, chemistry, biology, earth and space sciences and additional glossaries and notandum forevery three weeks (totally 15 weeks). There are subsections of “geology including earthquakeand volcano”, astronomy and paleontology in the section of earth and space sciences. Plate
tectonics is not a must topic in elementary school science, however it is a must knowledge asJapanese citizen including elementary school teacher. Time allocations in the lecture are only 7
and 2 minutes for about plate and for plate tectonics, respectively. Are these 11.5% of students
may just failed to hear as it happens? However, this subject was done as on demand remote
lecture, and students could listen repeatedly on their needs. Is it some kind of confusion between
scientific knowledge and naive conception, or simply caused by artless lecture done by the author?
Julius Caesar said that “people see what they expect to see.” “People” in these words envisagelack of imagination abilities, however it is still unclear that the way to bring up the ability.
Additionally, the result of another questionnaire “Who is the most respectable scientist or
engineer?” is presented and open discussion is expected.
Keywords: naive conception, plate tectonics, on demand lecture, remote lecture, science inelementary school48

Poster_02
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

What should science education learn from the heavy rain in July
2020 in Japan and what should be improved?
-Relationship between science education and heavy rain disastersH. Yamashita
Okayama University of Science〒700-0005 Building A-1Ridai cho 1-1 Kita-ku Okayama city

yamashita@ous.ac.jp

Of the fatalities in the Kuma River due to the heavy rain in July 2020, 50 people are said tohave been caused by the flooding of the Kuma River basin. The Kuma River is a first-class riverwith a total length of 115 km, but we will consider the damage in the Kuma River basin fromthe viewpoint of science education and propose science education linked to disaster prevention
education.
Elementary School Curriculum Guidelines is clearly stated as follows: Depending on how itrains, the speed and amount of flowing water may change, and the appearance of the land maychange significantly due to flooding.［1］However, the textbook does not describe the amount of water at the time of the actual disasterand is not related to the actual damage.
Therefore, three points are mentioned in order to relate science education and disasterprevention education.
(1) Does the textbook mention damage assumptions when a large amount of water flows into ariver?
(2) In the textbook, the undercut slope is mainly eroded, but did that really happen?
(3) In the textbook, a large amount of water erodes the straight part, but did that really happen?

Fig.1

Science Textbook for 11years old in Japan[1]Fig.2 Flow path after flood [2] [3]For (1), I propose to add a red frame in Fig.1. Discussions on (2) and (3) will proceed based on
the actual damage situation.
Lastly the Grant-in-Aid for Scientific Research C (No. 20K02782) was used for the research. I
would like to express our gratitude here.
Keywords: Disaster prevention education, The function of running water, Science textbook
References: [1] Author Ministry of Education.(2018) Elementary School Curriculum
Guidelines (2017 Notification) Commentary Science Edition. [2] Author Arima.etal(2020)grade5,dainihontosyo,90. [3] Author Geospatial Information Authority ofJapan(2015)NI52-12-7-2
49

Poster_03
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Online classes on various topics enforced by the COVID-19
pandemic - a introduction of geological sights in Japan J. Komori
Teikyo Heisei University, 4-21-2, Nakano, Tokyo, 164-8530, JAPANj.komori@thu.ac.jp

Geo-excursion is increasingly important to not only in the field of education but also in society
due to the increase in extreme events caused by climate change and dilapidated social
infrastructure. In Japan, synchronous online classes have been offered since the 1980s [1], andespecially since the spring of 2020, the number of cases has increased due to the spread ofcoronavirus disease (COVID 19), and online field excursion have likewise increased anddiversified. In this presentation, I will introduce on the importance of the "geo-excursion" as atour in geosciences and geography, the evolution of online events, student responses, andcomparisons with real excursions in pre-COVID-19 era. These were a total of nine online geoexcursions conducted during a 90-100 minute class at a university in three locations around theTokyo, as well as in the Northern Alps, Kyoto, Okinawa Island, Mount Fuji, Kofu Basin, and theHamadori region of Fukushima Prefecture (Table 1). All but two of these excursions wereconducted by a single person using Zoom online meeting system from a smartphone, and thestudent reactions were favourable. Online excursions have some disadvantages compared to real
tours, such as not being able to touch the actual objects and discuss directly with other students.
On the other hand, online excursions have some advantages in terms of time and space, such as
they can be joined in theevening and do not require
travel. Furthermore, I will
introduce some of the ways tomake the excursions more
realistic and stable, such as
checking
cell
phone
reception, using gimbals,
assistingparticipantsinlocating their current position,
using
YouTubelive
streaming,
andsharingmeasurements taken at the sitewith participants, while also
introducing
suitablegeological sites in Japan.

Keywords: geo-excursion, online classes, geography, geoscience, Zoom
References: [1] Shimizu, Y. and Maesako, T. (1998) IEICE Transactions. J69-A, 1181-1189. [2]Inokuchi, T. (2006) Journal of the Japan Landslide Society, 42, 409-420.

50

Poster_04
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Radiation Learning Materials Using Natural Radioisotopes
Contained in Mineral and Hot Springs
T. Yada1*; I. Matsumoto2
1

The Shimane Nature Museum of Mt. Sanbe (Sahimel）, 1121-8 Tane, Sanbe-cho, Ohda, Shimane
694-0003, Japan,
2
Graduate School of Education, Shimane University, 1060 Nishikawatsu-cho, Matsue, Shimane
690-8504, Japanyada@nature-sanbe.jp

Teaching materials that utilize local resources are effective in raising the interest of learners. In
particular, radiation and radioactivity, which are often thought to be unrelated in daily life, areconsidered to have a great effect. This research aims to develop radiation teaching materials andlearning contents using natural radioactivity that exists in the area.
The Ikeda mineral spring in Ooda City, Shimane Prefecture is a mineral spring with a high radon
content, and the authors are developing teaching materials such as a cloud chamber experimentusing the radon in the water for junior high school and high school students. It was found that 10
hot spring waters in Shimane prefecture, including the Ikeda mineral spring, could be used as thesource of the cloud chamber experiment, and the experiments are being conducted in class at 5
junior high schools (fig. 1). Some hot spring water sources are natural micro hotspots, andstudents visit the site to measure radiation using survey meters (fig. 2).

Fig. 2 Students of Ooda Municipal
Shigaku Junior High School measuring
radiation dose at Ikeda mineral spring

Fig. 1 Cloud chamber experiment using hot
spring water collected at nearby Chihara
Onsen at Misato Municipal Daiwa JuniorHigh School

In this research, the museum and the school collaborated, and the students experienced thecontents such as the cloud chamber experiment and environmental radiation described in the
textbook by conducting actual experiments and measurements while utilizing the resources of thelocal area. The students were interested and learned the correct knowledge, which was a good
opportunity to become aware of radiation in their future lives.
Keywords: radiation learning, mineral springs, radon, utilization of local resources, erudition
collaboration
51

Poster_05
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Reusing a notebook as an occasion to raise awareness aboutsustainability in a democratic way
Th. N. Korou
Junior High School of Nea Artaki, Evia Greece
theodorakorou@gmail.com

This is an activity that gives students the ability to understand therelation between consuming in large scale, waste of natural
resources and the dramatic climatic changes and natural disasters
that can occur. This project begins in the start of the school year.
After a short introductive discussion about consumption, waste ofresources and further consequences such as climatic instability,
students decide to take action [1]. Beginning from our school living,
we set apart from other things objects, we all use in the classroom
every day and we focus on notebooks. A large number of new notebooks every year are required,to be used for the learning procedures. Students are asked to calculate the amount of the notebooks
that they and their schoolmates consume per year and find out how many trees are needed for, as
well as the water and energy waste [2].
After this activity students realize that our consuming habits have an impact on our ecologicalfootprint: that should be improved [3]. Therefore, students are encouraged to create their own
notebooks to use in class, by taking an old notebook and making it reusable by transforming it inan artistic way. The rule is to transform it in accordance with the ecological standards ofsustainability. The last part of the project consists of a contest procedure, where the students set
the criteria and then they vote for the best notebook of the class. Criteria could be questions like“how many hours were needed before the notebook was finished”, “is the product compatible
with sustainability, are the materials used ecofriendly” e. t. c. This last step is very important to
set up democratic procedures in experiential and participating way. By setting up criteria theyrealize their inner motives and after discussing them, they can be more conscious. But first of all,after the completion of this activity, they recognize that they can do more about their planet, in apleasant creative and participating way. This activity is simple and can be implemented without
a lot or expensive prerequisites. It is suitable for crowded classes, as well as small classes. It canbe implemented from all students and no additional cost is required. This activity is suitable forall student ages because it can be easily adjusted to the needs of any educational level.
Key words: ethics, reuse, consumption, sustainability, democracy
References: [1] United Nation (2015): The 17 Sustainable Development Goals (SDGs). [2]Tushar Jain et al (2017): International Journal on Emerging Technologies (Special Issue NCETST)
8(1): 498-502.[3] Karin Jäger (2018): DW, Cradle to cradle: Living in a world without waste.

52

Poster_06
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Rock identification practice using a rock garden and rock teaching materials
N. Domon1*; Y. Ohtomo2
1

2

Yamagata 4th Junior High School
Faculty of Education, Art and Science, Yamagata University, 1-4-12 Kojirakawa-cho, Yamagata-shi,
990-8560, JAPANyukiko@e.yamagata-u.ac.jp

1. Introduction
In igneous rock learning, students observe rock samples to characterize each igneous rock. The
students practiced rock identification by using rock gardens and igneous rock materials. The
purpose of this exercise was to understand what the students pay attention to when identifying
igneous rocks.
2. Rock garden and rock teaching materials used to practice rock identification(1) Rock Teaching Material Garden in Junior High School of
Yamagata University (JHSYU)
The rock garden contained 83 rocks. Students practiced igneousrock identification using 30 rocks, including andesite, granite,rhyolite, and other sedimentary and metamorphic rocks. (Fig.1)(2) Igneous rock teaching materials consisting of
locally collected igneous rocks
Fig. 1. Rock Garden at JHSYU
The authors created a set of igneous rocks from 20 rocks
collected in the area. This rock set consisted of andesite,
granite, and rhyolite with various lithologies, such as varying
particle size and color. Sedimentary rocks were also included inthis set. The aim of the exercise was to observe whether theigneous rock sample was distinguished from other rocks. (Fig. 2)
3. Students’ view on igneous rock identification
In the rock garden practice, the outdoor rock sample surface wasFig. 2. Rock Sample
dirty or weathered, but the students looked for and observed what kind of place. The correct
answer rate was high, with 70.7% for andesite, 88.8% for granite, and 70.9% for rhyolite.
This is presumed to be due to the fact that igneous rock samples have the same lithology foreach type of rock. In practice, when using igneous rock teaching materials, the correct answer
rate was lower than that of the rock garden practice, with 63.6% andesite, 69.1% rhyolite, and55.8% granite, because they were composed of rocks that had different lithologies for eachrock type. The igneous rocks that were difficult to identify were andesite with large phenocrysts,
as well as dark-colored granite and rhyolite. The students's viewpoint of igneous rockidentification is influenced by color and particle size, as well as by texture.
Keywords: igneous rock, rock gardens
References:[1] Naoko Domon and Yukiko Ohtomo (2019) Abstract of 73th JSESE National Convention,
pp.147–148.
[2] Y Ohtomo, N Domon, & M. Mikoshiba (2019) Bulletin of Yamagata Univ., Vol.17,No.2,
pp.35–46.
[3] N Domon, & Y Ohtomo (2020) Abstract of 74th JSESE National Convention, pp.11-12.
[4] N Domon, & Y Ohtomo (2021) Abstract of 75th JSESE National Convention, pp.10-11.
53

Poster_07
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Rock gardens in elementary and junior high school in Japan:
evaluation of the current status and examples of utilization
Y. Ohtomo
Yamagata University, Institute of Education, Art and Science,
1-4-12 Kojirakawa-machi, Yamagata 990-8560, Japanyukiko@e.yamagata-u.ac.jp

Some Japanese elementary and junior high schools have rock gardens (fig.1B &1D-F) thatwere installed in the 1960s and 1970s in an attempt to incorporate natural elements, such as
rocks and plants, in the school setting. The Japanese Islands was formed by active orogeny
between the Paleozoic and the Cenozoic, during which time a variety of rocks were formed.
Most rocks in these rock gardens were collected in the area, as such domestic rocks werereadily available.
At that time, there were many discussions about what kinds of rocks would best serve thepurpose of the rock garden in schools.. However, these rock gardens are rarely used as teachingtools in today’s schools.
For example, the rock garden in the Junior high school of Yamagata University (fig.1A&B),
constructed in 1966, has been left unattended. We provided basic information (e.g., rock
distribution maps, contour maps(fig.1C), and rock sample lists) about this rock garden so that it
could be used for classes [1]. When the garden was used for hands-on learning about igneousrocks, it became clear that there was a difference in the teaching effectiveness of the various
rocks. From these observations, we generated a visualization of the students’ observational
learning patterns, which allowed us identify potential improvements for future classes[2] [3] [4].
Rock gardens that remains in Japanese schools in today as testaments to the education of naturaland Earth science about half a century ago. In future, It will be usefull for students to learn
about local stones and geology, as a direct oppocunity,and as access points.

Fig.1 Rock gardens of elementary and junior high school in Yamagata city.
A-C: Junior high school of Yamagata Univ., D: Yamagata City Third Elementary School,
E: Yamagata City Fourth Elementary School, F: Yamagata City Fifth Elementary School
Keywords: rock garden in school, teaching material, local geology
References: [1] Ohtomo Y. et al.(2018) Bull. Yamagata Univ. (Education), 17, no.1,1-24. [2]Ohtomo Y. et al.(2019) Bull. Yamagata Univ. (Education), 17, no.2,35-46. [3] Ohtomo Y. etal.(2020) Bull. Yamagata Univ. (Education),17, no.3,149-159. [4] OhtomoY. (2021) Bull.
Yamagata Univ. (Education), 17, no.4,133-145.
54

Poster_08
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Preparation of Rock Thin Sections and Polarized Light Observation
at A Middle School
Y. Naoki*; Y. Okamoto
Shinoda junior high school, Kamnoetvidya Science Academy
naoki5743g@gmail.com

The preparation of rock thin sections and their observation are significantly helpful forstudying rocks and minerals. However, the practice is seldom offered in ordinary middle
schools. This is because special tools are needed to make thin sections, cutting and grinding therock tips. Also, polarizing microscopes are used to observe the samples, but the polarizing
microscopes in their science room are not sufficient for the number of students.
Therefore, we tried to make rock thin sections by students themselves and observe themusing simplified polarized units in our class. For this purpose, we prepared some rock tips forthin section making using commonly available DIY tools. The tools used are shown below. 1)
Mini table saw and the Diamond blade (8inch 180mm, Fig.1). 2) A blade grinder for home use
and the Diamond disc (6inch 150mm, #120, #400, #1200, Fig.2).
Before the student’s practice, we did primary cutting of rocks, polishing them, gluing on slide
glasses(28×48mm), and finally cutting the rock tips again to about 1.0mm thickness.
We planned three regular classes (150 minutes total) so that all students can complete
the process of making their rock thin section in time and safely. Our study used Crystalline
limestone (metamorphosed from Dolomite, Calcite), which is very cheap at DIY stores and has
low hardness for sample making. Also, they show lovely interference colors in the polarizedview. The student held their slide glass firmly with a suction cup and grind the samples withwater-resistant sandpaper (#240, #400). This helped to keep their fingers from getting hurt. The
final thickness of the samples is around 0.05mm or less.
We made a simple polarized light device made of craft papers and polarized films forpolarized light observation (Fig.3). Students can rotate the sample within it and observe it innatural light or with a binocular stereo-microscope.
Our presentation will show the process of preparing the training materials, student
practice, and polarized light observations.
We want to discuss improving our materials and the contribution to other schools.

Fig. 1 Mini table saw for cutting rocks Fig. 2 A blade grinder for home usewith a diamond disc

Fig. 3 A polarized unit madefrom polarized films

Keywords: Rock thin sections, Mini table saw, Blade grinder, Polarized film, Middle school.

55

Poster_09
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Development and Practices of Geoscience STEAM /SDGs Teaching Materials
Utilising the Geology and Culture of Japan ; Examples of Teaching
Materials for Schools and Museums
T. Takebayashi1*; Y. Kumano2
1

Graduate School of Environmental Studies, Nagoya University, Furo-cho, Chikusa-ku, Nagoya,
Aichi, 1Museum of Natural and Environmental History, Shizuoka, 5762 Oya, Shizuoka
2
STEAM Educational Institution, Shizuoka University, 836 Oya, Suruga-ku, Shizuoka
taketomo.geology@gmail.com

This study presents a case study of the development of geoscience teaching materials
using geological materials in Japan in line with the SDGs (Education for Sustainable
Development (ESD) and STEM/STEAM education. In the geological education, the use ofrocks and minerals is an essential part of the teaching materials, and these have been developed
using rocks and minerals in both informal and formal education. For instance, in formal
education, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) and theMinistry of Economy, Trade and Industry (METI) have started to work on STEAM educationand ESD, and changes are beginning to take place in science education. Meanwhile, in informal
education, the International Council of Museums (ICOM), which is held every three years,
proposed the slogan 'Museums as Cultural Hubs: The Future of Tradition' was proposed in 2019[1]. Furthermore, in the new definition of museums, 'education' temporarily disappeared, and it
became a major issue. The importance of 'education' was highlighted. Therefore, even informal
education is required to aim for a sustainable society. However, not many petrology teachingmaterials have been developed in Japan and Asia that integrate STEM/STEAM and the SDGs.
In a survey of junior high school students (n=154) on whether learning about rocks andminerals was useful to society, 56% of children answered that it was not useful or they did notknow [2].
In this study, we conducted a geological survey of rhyolite and basalt, white sand andblack sand from Niijima, Tokyo, as well as a survey of traditional culture using local rocks. The
results of the geological survey and petrological analysis showed that the rocks and sands had
the same forming minerals and textures, and were deemed suitable as teaching materials to
explain the change from rock to sand. Furthermore, it became clear that there was a glass craft(Art) on the island that made use of local rocks and that the relationship between people androcks could be made explicit [3]. We used these samples to conduct informal and formal (juniorhigh school) workshops in which students were asked to observe the rocks and sand incomparison to each other. The results of the questionnaires (informal) and worksheets (juniorhigh school) showed that children were able to understand the relationship between rocks andsand and the use of rocks in crafts [4].
The novelty of this presentation is that it clearly shows the importance of focusing on
local geology and culture when developing teaching materials using rocks and minerals in thesustainable society that is required in the future. Based on Japan as a case study of thedevelopment and practices of teaching materials focusing on local geology, it is proposed that
this focus can be applied to other countries and regions to expand the possibilities for thedevelopment of geological teaching materials with STEAM and SDGs.
Keywords: Educational materials, Niijima island, Quartz, STEAM, sand
References: [1] ICOM (2019) ICOM program, 11; [2] Takebayashi T. and Kumano Y. (2018)
IPA, 4(1), 98-103; [3] Takebayashi T. and Kumano Y. (2020) SEANEO STEM Education, 1(1),76-92; [4] Takebayashi T. and Kumano Y. (2021) SEAMEO STEM Education, 2(2)56Poster_10
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

A report of trial classes on diurnal and annual motions of stars atjunior-high school using a self-made portable planetarium
H. Nakanishi*; Y. Yazaki; H. Shimoda; Y. Sakakibara
Kagoshima University,1-21-35 Korimoto, Kagoshima, JAPANhanakanis@sci.kagoshima-u.ac.jp

A portable planetarium could be a great tool in science classes to help students to understandmotions of heavenly objects, since teachers can have science classes with planetariums without
taking students outside schools [1]. When such planetarium classes are possible at own schools, it
is important to discuss which topic can be taught most effectively with a portable planetarium.
In order to identify which topic should be selected when a portable planetarium can be used in ascience class, we selected topics of diurnal and annual motions of stars for the first example.
Students need to understand how differently stars are moving in the northern, eastern, southern,
and western skies when they learn these topics. Therefore, we assumed that a planetarium is an
ideal tool in a science class of these topics because all stars in the sky can be seen in the samemanner of the real sky. In this study, we aim to confirm that topics of diurnal and annual motionsof stars can be taught more effectively with a planetarium.
We have made a teaching plan on topics ofdiurnal and annual motions of stars to have trial
classes at a junior-high school in Tokyo using a
portable planetarium on 29 Nov, 2018. We had
four same classes, each of which 35 students ofthird grade attended. Before the classes, we
carried out a test to check how well the students
understand diurnal and annual motions of stars
and if students are interested in astronomy.
Each of the trial classes was 45-minute long. Figure 1: A photo of the inside of the air-dome
We had the first 10 minutes for an introduction and the working projecting system.
before entering the dome, followed by 15minute lecture on diurnal motions of stars watching projected stars inside the dome. We had
another 15-minute lecture on annual motions of stars, where we projected scenery pictures of snow
field and beach before showing stars to change their feeling of seasons. Finally, we had 5-minutewrap-up after getting off the dome. We again carried out a test to check their understanding after
the trial class and compared results of the former and the latter tests.
Comparing results of the tests, we have found that more students correctly answered questions on
diurnal and annual motions of stars after planetarium class. We also found that more students
enjoyed the planetarium classes than normal classes. It was mentioned by students hat it was good
to see all directions simultaneously and that projecting scenery pictures was good in learning
annual motions of stars.
We can conclude that a portable planetarium is a good tool for science class of astronomy and that
topics of diurnal and annual motions of stars can be taught effectively using a planetarium.
Keywords: Earth science education, junior-high school, diurnal motion, annual motion,planetarium
References:[1] Y. Sakakibara et al. (2022) Education of earth science, 74 in press

57

Poster_11
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Geolab – an innovative approach to building Earth Science awareness.
A. Sen*; I. Roy; S. Ukhalkar
Centre for Education & Research in Geosciences (CERG), Pune, Maharashtra, India.
abhilashsen@yahoo.in

In a world struggling to combat the crisis of global warming, ever rising sea-level and the problemof ever depleting natural resources (combined with an alarming population growth rate), the studyof Earth Sciences and all its associated branches have become topics of utmost importance.
Almost everywhere around the world, Earth Sciences is not taught as an independent subject inschools. Earth Science education at an early age, therefore, will ensure that majority of the future
generations will be equipped with basic knowledge about the Earth and related processes, nomatter what vocation they choose in the future. With future driven by the key term “sustainability”,
any efforts on Earth Science education at schools/early age will prepare the children for futurechallenges.
As part of its mission to build awareness towards the importance of Earth Science in daily life,
the team at ‘Centre for Education and Research in Geosciences’ (CERG), India conducts various
activities aimed at the layman and school children. One such program, dubbed “Geolab”, hasgained huge following among the local schools. Geolab is an interschool earth-science based
project competition and exhibition, targeted towards middle school and high school children from5th Grade to 12th Grade. Probably one of its kind, Geolab focuses solely on Earth Science related
projects. Initiated as a part of CERG’s annual Geoweek program, it was spun-off as anindependent activity due to the overwhelming response and popularity it received.
Geolab is a platform for the young minds of India to demonstrate their creative and innovative
talent, offering their perspective on solutions to Earth Science related problems faced by mankind
today. Interestingly, though the project contest was based on Geosciences, many of the projects
presented were of an interdisciplinary nature, with application of information technology, datascience, mathematics, physics, and biology in geology; thereby emphasizing the multidisciplinary
aspect of the Earth Sciences. This event also provided an opportunity for young students tointeract with eminent personalities in the field of Geosciences and other disciplines.
Besides the scientific pursuit, bringing Earth Science closer to the masses and explaining its
benefits to humankind is an immediate need. Such initiatives, hence, provide a platform fordissemination of Science to the common man.
Keywords: Geolab, Earth Science projects, Earth Science education

58

Poster_12
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Practice and report on the improvement of color index teaching materials
R. Mitsuhashi*; D. Nagai
mitsuhashi-r93@cc.osaka-kyoiku.ac.jp

Objective, To improve color index materials for rock classification with those available atjunior and senior high schools. We tried both tracing paper and OHP film methods describedin Japanese textbooks. For the OHP film, there were few descriptions of detailed work
methods. Therefore, we considered and practiced several methods for specific work.
Results, We prepared 6 kinds of deep metamorphic rocks and tried the method using tracing
paper and OHP film for each of them. For tracing paper, tracing paper was applied to therocks, colored minerals were painted black, and evenly spaced ruled lines were placed on top of
the tracing paper.
The intersections of the ruled lines and the colored minerals were counted and the color index
was obtained. For the OHP films, various colors were used "。" mark and "the color of theruled lines reversed" were printed in various colors and applied to the rocks. Each was thencounted and the color index was obtained.
The effectiveness of the OHP film in the field was also tested.
Conclusion, "。" mark and "the color of the ruled lines reversed" were both found to be valid.
However, we also found that in some cases the color combinations were incompatible with eachother. The validity of the film in the field was also verified. We believe that these methods
may be effective when conducting experiments using color indices in junior high and highschools.

Keywords: color index, OHP film, plutonic rock, tracing paper,

59

Poster_13
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

The Importance of Teaching Natural Resources By a Context-based
Approach
Y. Nakanishi1*; T. Isozaki2; T. Hayashi3
1

Graduate School of Education (Ph.D. Program), Hiroshima University, Hiroshima Prefectural KamoHigh School
2
Graduate School of Humanities and Social Sciences, Hiroshima University
3
Hiroshima University
yuyanakanishi@hiroshima-u.ac.jp

Science education in Japan has traditionally been taught from the perspective of knowledge
of/in science. However, recently, some researchers argued that integration of both perspectives
from knowledge about science and knowledge of/in science should be done for improving
scientific literacy [1] [2]. The content of natural resources have the possibility to teach not only
from the perspective of knowledge of/in science but also from the perspective of knowledge about
science. Textbooks of upper secondary schools describe based on knowledge of/in science, suchas what types of ore deposits are in the world and what kind of minerals are included in industrial
products, without referring to the contexts. On the other hand, Nakanishi et al. (2020) clarified
that textbooks of secondary school for boys published before WWII focused on how natural
resources were used and their relationship in the social contexts. The purpose of natural resources
education included social and cultural aspects [3]. However, there were little literature on
concerning how natural resources were taught before WWII concretely.
We set the following research questions: What kinds of knowledge about science were
included in mineralogy textbooks? ; What contexts were natural resources taught in? To solvethese research questions, we analysed 88 mineralogy textbooks of secondary schools for boys
published before WWII (1881-1941).
We found that the topics on copper, coal and clay minerals, such as feldspar had been
written in the contexts on local/national and global issues, and current and historical perspectives,with aiming to understand science and technology. The contents of natural resources were
described not only where natural resources were buried but also what were the sequences of
producing industrial materials and products. Furthermore, the importance of teaching natural
resources focused on understanding how natural resources were used and teaching natural
resources in the contexts of import and export of natural resources related to the national
development. So far, the importance of teaching natural resources enhanced the use of natural
resources and the relationship between natural resources and the society.
From this research, we argued that the content of teaching natural resources throughcontext-based approach should include the regional uniqueness, scarcity of resources, formationof resources and relationship with society and technology.
Keywords: Context-based approach, Natural resources, Mineralogy, Upper secondary school
education
References: [1] TSURUOKA Yoshihiko (2012) in Society of Japan Teaching (Ed.), Imakoso
rika no gakuryoku wo tou (in Japanese) 106–111. [2] ISOZAKI Tetsuo (2014) Journal of
Research in Science Education in Japan, 55, 13-24. [3] NAKANISHI Yuya, ISOZAKI Testuo
and HAYASHI Takehiro (2020) International Conference of East-Asian Association for Science
Education [EASE],Conference proceeding, 91-92.
Acknowledgements: Y.N. is the recipient of a fellowship from Fujuwara Natural History
Foundation.

60

Poster_14
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Practice of Earth Science Education Leading to Logical Disaster
Prevention Actions
M. Minamishima
Tokyo Metropolitan Ryogoku High School, Kotobashi 1-7-14, Sumida-ku, Tokyo,JAPANnanto@t.toshima.ne.jp

Science education in Japan is divided into four fields: physics, chemistry, biology, and geoscience.
Among these, geoscience in particular has been designed to make students aware of how tounderstand complex natural phenomena. This educational activity is expected to help students
develop the ability to make decisions that will help them take disaster-prevention actions. This
educational activity leads to the development of abilities that will be useful in making decisions
to take disaster prevention actions.
In this study will be introduced teaching materials and their presentation methods that can makestudents perceive earthquake phenomena scientifically on a regular basis. It would be liked tosuggest that the educational practice can be expected to provide a behavior modification that leads
to disaster prevention. The contents of this study include the observation of waveform records atthe same time as or immediately after the occurrence of earthquake motion, and the experiential
understanding that there are various patterns of earthquake motion caused by various factors. Let
us describe this as "tasting seismic motion. This learning will help the participants to imagine
disasters that may occur along with earthquake phenomena, which will lead them to prepare fordisaster mitigation in advance and to evacuate based on accurate assessment of the situation incase of an emergency.
Observing earthquake waveforms in real time
Minamishima (2019)[1] provides an example of an educational environment in which geoscientificobservations are constantly presented in the classroom, allowing students to compare sudden
phenomena with data as well as experience them. Among others, a seismograph teaching materialusing an optical mouse and a personal computer was proposed by Minamishima (2017) [2]. Various
possibilities of educational practices based on this are specifically presented.
Keywords: Seismograph, Disaster Prevention, ground motion
References: [1] Minamishima, M. (2019) Abstracts of the 73rd JSESE Annual Assembly, 1B3, 41-42.(in Japanese) [2] Minamishima, M. (2017) Abstracts of JpGU-AGU Joint Meeting
2017, G04-P04.

61

Poster_15
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Earthquake and its disaster in earth science textbooks for upper
secondary school published in 2022: Contents and problems
H. Nemoto*College of Science and Engineering, Ritsumeikan University., 525-8577, Japannemo@fc.ritsumei.ac.jp

The Ministry of Education, Culture, Sports, Science and Technology in Japan (hereafter
called MEXT) announced the renewal of the national curricula standards for primary and lower
secondary schools on 31 March, 2017. The 2017 curricula have been applied to primary schools
since April 2020 introducing the 6 new types of RIKA textbooks, RIKA is roughly a subject ofnatural science, to each grade by 6 publishers. Moreover, the 2017 curricula for lower
secondary schools were started in April 2021 introducing the 5 new types of RIKA textbooksby 5 publishers.
NEMOTO (2021) [1] and NEMOTO (2022) [2] report that the results of textbook analyses ofcontents to earthquake and its disaster, focusing on terminology, using a total of five lower
secondary school RIKA textbooks based on the lower secondary school in the 2017 standard
curricula. As a result, it is clarified that there is large differences among textbooks in the types
and amounts of terms used in the content of earthquake disaster (Table 1).
On the other hand, MEXT announced the renewal of the national curricula standards forupper secondary schools on 30 March, 2018. The 2018 curricula have been applied to upper
secondary schools since April 2022 introducing the 5 new types of CHIGAKU-KISO textbooks,
CHIGAKU-KISO is roughly a subject of Basic Earth Science, by 5 publishers. It is interested
to clarify what differences are analysis results between primary and lower secondary school
textbooks and upper secondary school textbooks in the content of earthquake and its disaster.
However, we cannot obtain these textbooks until April 2022. Therefore, I cannot write theresults of analyses in this abstract because the deadline of it was the end of March, 2022.
In this presentation, I will report on the current status and issues of the earthquakes and its
disaster in these textbooks, including the differences among school types of the contents in the
textbooks.
Table1 Relationship between terms related to the earthquake other than those listed in all lower
secondary school textbooks (5 types) and the number of textbooks in which they were listed(ref.: terms earthquake and related to the earthquake listed in the 5 textbooks: earthquake, fault, hypocentre,
epicentre, seismometer, preliminary tremors, duration of preliminary tremors, principal shock, P-wave, S-wave,
seismic intensity, magnitude, trench, plate, tsunami, active fault, uplift, subsidence, earthquake early warning,liquefaction)

Keywords: upper secondary school in Japan, CHIGAKU-KISO (Basic Earth Science),earthquake, earthquake disaster, natural disaster

62

Poster_16
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

The Evolution Of The Process of Selecting The Philippine Team For
The International Earth Science Olympiad (IESO)
M.C. Cano1*; M.M.De Leon2
1

Bicol University, Legazpi City, Philippines
University of the Philippines, Diliman, Quezon City
mccano@bicol-u.edu.ph2

The Philippines was one of the participating countries when the International Earth Science
Olympiad (IESO) commenced in 2007 in Daegu, South Korea. The two top scorers of the Earth
Science Quiz Contest facilitated by the Earth Science Teachers Association of the Philippines(ESTAP) constituted the “Philippine Team”. Both students got bronze medals.
The inclusion of the International Team Field Investigation (ITFI) in IESO has prompted thePhilippines to modify its selection process to include the assessment of hands-on practical skills.
From the almost multiple-choice type of questions of ESTAP assessment, it became more openended and focused on problem-solving. Hands-on field experiences have become an integral partof the training.
Such reforms paid off when the Philippines started to garner a silver medal in 2009 (3rd IESO in
Taiwan); and eventually, a gold medal in 2011 (5th IESO in Italy). Unfortunately, due to financial
and political constraints, participation was discontinued from 2012 to 2016.
The long five-year hiatus of non-participation has engendered reflection as regards the goals andobjectives of the Philippines ’ engagement in the IESO. Contributory is the fact that one student
who competed in the 3rd IESO in Taiwan pursued a course initially in Chemistry then later shifted
to BS Geology inspired by his experience during the selection, training, and participation in IESO.
He fished his degree with flying colors, topped the licensure exam for geologists, and currently
pursuing his Ph.D.at Massachusettes Institute of Technology.
According to Nir Orion in his preface to the book, Earth Science Education: Global Perspectives(2016), the ultimate goal of participation in many countries in the IESO has been the medals.
While the Philippines still gives a premium on getting medals, especially silver and gold, it has
now become necessary to draw gifted students to pursue careers in Earth Sciences. To achievethis, exposure to “what geoscientists do” in a camp setting has become integral, even in theselection process.
The Philippines started participating in IESO again in the 11th IESO in France in 2017.
In the selection process, a week-long camp was introduced. After the written tests were given toparticipating students across the country, 10 students were selected to participate in a camp where
they interacted with several Earth Scientists who would later assess them and rank them so thatthe final four would emerge. The four students then get to represent the Philippines in IESO. The
goal of the inclusion of the camp is to have the 10 highly gifted students be exposed to what Earthscientists do so that they would have an appreciation of it and eventually pursue careers in the
Earth Sciences even if they were not chosen to represent the country in the IESO.
Keywords: selection, medals, hands-on, IESO, ITFI
References:[1] Almberg L. B. and Greco, eds. (2016) Earth Science Education: global perspectives, Pouso
Allegre: Italy
63

Poster_17
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Meteorite Study by High School Students- Activities in Japan, 2021–2022N. Hirakawa*; M. Hatakeyama; Y. Kebukawa; A. Nakato; L. Warriner; H. G. Changela
Osaka Kyoiku University, 4-698-1, Asahigaoka, Kashiwara-shi, Osaka, 582-8582, JAPANhirakawa-n88@cc.osaka-kyoiku.ac.jp

Background: Placing the next generation of scientists in an environment nurturing further
exploration can be inspirational. By engaging them in hands on, cutting edge research in theirown classroom, can this be achieved. Various exploration missions to asteroids, comets, andsatellites have been planned and executed in recent years. Engaging high school students inplanetary science is essential for accelerating space exploration to future generations. For
example, opportunities for students to learn about planetary materials are being provided bysome museums and through public lectures [1, 2]. However, programs enabling students tostudy them at school have not been attempted or reported. To nurture future planetary scientists,
we initiated an educational project on meteorites for high school students in the United
Kingdom and Japan. Here, we introduce the activities performed in Japan during 2021–2022.
Outreach Program: Planetary materials research uses state of the art instrumentation andlaboratories worldwide to analyse celestial samples. However, with the miniaturization ofcertain key instruments such as electron microscopes, high school students could be assisting
cutting edge research in the school laboratory. As a case study, several carbonaceous chondrites
were selected and prepared. A tabletop scanning electron microscope (SEM) Hitachi TM3030
was provided to Seiko Gakuin School by Hitachi High-tech.
Lectures for students: On June 21st, 2021, Dr. Hitesh Changela presented to students at St
Pauls and Seiko Gakuin on meteorites and sample return missions. Participants in the lecturelearned the latest achievements in planetary materials science and various techniques. On
October 14th, an additional lecture was conducted at Seiko Gakuin High School, Japan. In theJapanese and UK school curriculum, planetary science, and especially planetary materials
science, is less accessible. Students were therefore introduced to fundamental planetary science,such as the evolution of our solar system and the formation of meteoritic inclusions in the
protoplanetary disk [3]. The theory of SEM observation was also explained. After the lecture,
students observed some meteorite inclusions using an optical microscope.
SEM observations by high school students: High school students were able to study
carbonaceous chondrites using the Tabletop SEM. They discovered features of interest for
further exploration within the samples. The high school students in Japan reported their findings
at a small international workshop (International Research for School, 2022).
Future work: With access to Table Top SEM, students can be engaged in a planetary materials
research and education program. Furthermore, they could also be guided in using their SEMs to
assist with major planetary materials research, empowering them to make discoveries in theirown classroom. As well as meteorites, with success of JAXA’s Hayabusa-2 mission, this opens
up avenues for engaging students in the cutting edge of planetary materials research.
Keywords: exploration missions, tabletop scanning electron microscope, carbonaceouschondrite, meteorites, planetary materials
References: [1] Madiedo J.M. (2012) EPSC 2012, Abstract, 7 EPSC2012-8 2012. [2] Hutson
M. L. et al. (2015) 46th LPSC, Abstract #1690. [3] Russell S.S. (2018) Elements, 14, 113–118.
64

Poster_18
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Development of Educational Materials Using Lunar and Planetary 3D Models
R. Nodera
Kurobe Yoshida Science Museum 574-1, Yoshida, Kurobe, Toyama, 938-0005 Japannodera@kysm.or.jp

3D models are electronic data that can be used with 3D printing, 3DCG, virtual reality (VR),and augmented reality (AR). Educational materials that utilize 3D models can aid in our
understanding of various objects’ complex shapes. Many 3D models are available for download
online, but they are often insufficient for educational purposes. Therefore, we have created ourown lunar and planetary 3D models and used them for educational activities. Our models havealso been used by several other museums. Moreover, we have made our 3D models public via
the website “Thingiverse” so people around the world may access them.
Our method for creating lunar and planetary 3D models was as follows: to begin, point clouddata for the longitude, latitude, and elevation of terrestrial planets such as Earth were exported as
text files from digital elevation models (DEMs) using QGIS. The text files were then converted
to the rectangular coordinate system using Python before being exported as OBJ-format 3Dmodels via Blender. Finally, surfaces were created on the resulting 3D models using MeshLab.
By multiplying the elevation on a model by a desired factor, any elevational variations on themodel’s surface can be emphasized or de-emphasized through scaling. Additionally, by limiting
the longitude and latitude, partial planetary 3D models can also be created using the method
above (Fig.1). When creating 3D models of giant planets such as Jupiter, visible light images
were used instead of DEMs. However, due to luminescence being represented by elevation in the
final product, the resulting models do not represent the true shape of such planets (Fig.2).

Figure 1: A 3D print of a partial lunar
model. In this photo, a simulation of thephenomenon known as "Lunar X" isbeing demonstrated. The letter "X"appears as a clair-obscur effect in thecenter of the model when light andshadows mix on the lunar surface.

Figure 2: A resulting 3D model of Jupiter.
In this model, the elevation is directly
proportional to the luminance of Jupiter’svisible light images.

Keywords: digital elevation model, Python, terrain, 3D printing, 3D software

65

Poster_19
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Exploring Global Challenges: Minority Girls' Perceptions of Energy
G. Bracey*; S. Locke; H. Burns
Southern Illinois University Edwardsville, Edwardsville, IL 62026 USA
gbracey@siue.edu

With a growing population and a planet of limited resources, fourteen “Grand Challenges” havebeen identified by the U. S. National Academy of Engineering (NAE), including several that
address concerns about energy. A deep understanding of energy by all learners is essential to the
future of Earth, but is particularly critical to those living in low-income and underserved areas. As
part of a National Science Foundation (NSF)-funded STEM and Computational Thinking (CT)out-of-school time program for underserved racial minority girls, we examined the perceptions ofenergy of 30 elementary girls (ages 8-11) who were participating in this program.
At the start of the program, two researchers conducted a semi-structured interview with each girl.
The girls were asked to describe energy, give examples of energy, and to tell what they knew about
energy changing forms. Interviews were audio-recorded and transcribed for analysis. A basic
qualitative analysis method was then used by four researchers, employing open coding to identify
an initial set of concepts, and then axial coding around concepts of energy, energy use, types ofenergy, and energy in the environment. These codes were examined by the researchers to findthemes and relationships. Emerging themes included energy as an intangible quality ofsomeone/something, energy as a cause of motion, and energy as a concrete quantity that can bepossessed and transformed. The girls did not speak about the more general, integrated, or systemic
aspects of energy—its scarcity, renewability, global use, and accessibility.
We present details from these findings and discuss impacts for STEM education, including how
infusing computational thinking into existing curricula (a larger goal of this project) may support
the development of a more systematic way of thinking about STEM. We also highlight a sample
energy activity from our nearly-finalized STEM+CT curriculum.
Keywords: energy; STEM education; minority girls; computational thinking; systems thinking

66Poster_20
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

The Role of University-based Regional Center for Science andMathematics Education Devlopment (RCSMED) In The
Enhancement of Earth Science Education in the Philippines
M. A. Cano*; M. C. Cano
Bicol University, Legazpi City, Philippines
mvacano@bicol-u.edu.ph

The Department of Science and Technology (DOST) created, as early as 1992, theRegional Science Teaching Center (RSTC) which aimed at training science and mathematics
teachers in key regions in the Philippines. These Centers had their own building, facilites, and staff.
Unfortunately, due to funding issues, the program was not sustained. Since RSTCs were situatedinside state universities, they became integrated in the College of Education of the university inthat region. The responsibility of funding and leadership had transferred from DOST to therespective Universities.
Bicol University had sustained RSTC to become facilator of programs by DOST and
Department of Education in the training of science and mathematics teachers. However, under the
direction of the new University president, RSTC evolved in 2016 into what is now the Regional
Center for Science and Mathematics Education Development ( RCSMED). It’s niche is no longer
only limited to teacher training but it has expanded to curriculum development and publicawarenss of Science.
The Bicol region is home to the majestic perfect-cone Mayon Volcano. It is also next to
the Pacific ocean in which more than 20 tropical cyclones were engendered annually. As such,natural disasters related to geohazards characterize the place. This was the reason why, the Bicol
region and Bicol University became among the hosts of the 2nd International Earth Science
Olympiad (IESO) in 2008 with a theme on addressing climate change.
The new niche of RCSMED is heavilty influenced by the richness of the the region interms of themes in Earth Sciences (e.g Bicol region is a mining environemnt and with an active
geothermal plants). As such, programs in teacher training in geohazards, disaster risk reduction,
earth resources, astronomy among others were conducted in coordination with the local
government and stakeholders such as mining and geothermal companies sicne 2016.
RCSMED also handles the selection of the Philippine Team for the IESO. They administer
the exams even in other regions and facilitates the camp to further select the 4 students who will
represent the Philippines in IESO. This is part of their mission of public awareness of Earth
Sciences

Keywords: teacher-training, public-awareness-of-science, RSTC, RCSMED, IESO
67

Poster_21
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Misconceptions about Fundamentals of Climate Change Scienceamong Pre-Service Teachers in Japan
N. Yoshimoto
Osaka Kyoiku University, 4-698-1 Asahigaoka, Kashiwara, Osaka 582-8582, Japan
yoshimo@cc.osaka-kyoiku.ac.jp

A deep understanding of the current state and causes of climate change is required for the teachers
who carry out climate change education (Dolan, 2021) [1]. However, it is pointed out that there
are various misconceptions about the fundamentals of climate change science (e.g., Choi et al.,2010) [2], and it is desirable to improve the teacher training curriculum so that pre-service teachers
can adequately understand the fundamentals of climate change science. Therefore, this study aims
to clarify the recognition of pre-service teachers in Japan on the fundamentals of climate change
science and consider the contents of teaching and learning on them during teacher training.
A questionnaire on the fundamentals of climate change science was administered to 1st-year
undergraduate students (n = 177) at a Japanese university of teacher education in April 2022. Of
them, fifty-seven students belong to the science education course. When asked to select thegreenhouse gases from eight gases, 94% of the students selected “carbon dioxide.” However, only
20% of the students selected “water vapor,” the most abundant greenhouse gas in the earth’s
atmosphere. However, 64% of the students (n = 28) who took “Basic Earth Science” in upper
secondary schools selected “water vapor.” On the current state of climate change in whichanthropogenic greenhouse gas emissions are considered the main cause, in the question which
selects the appropriate things from eighteen items, 75% of the students selected “ozone layer
destruction,” which is a misconception about the current state of climate change. Even 68% of thestudents who took “Basic Earth Science” in upper secondary schools selected “ozone layer
destruction.” Also, 68% of the students in the science education course selected it. Here, only 9%of the students in the science education course took “Basic Earth Science” in upper secondary
schools. As a previous study (Monroe et al., 2019) [3] pointed out, many students confused climatechange with ozone layer destruction.
These results suggest that the study of “Basic Earth Science” in upper secondary schools
contributes to recognizing greenhouse gases but less to the resolution of misconceptions in thecurrent state of climate change. It became clear that enhancing the teaching and learning that
understand the current climate change was necessary for the teacher training curriculum,
regardless of the study of “Basic Earth Science” in upper secondary schools.
Keywords: misconception, pre-service teacher, teacher training, climate change education,
climate change
References: [1] Dolan (ed.) (2021) Routledge, 364p. [2] Choi et al. (2010) Bull. Amer. Meteor.
Soc., 91, 889–898. [3] Monroe et al. (2019) Environmental Education Research, 25, 791–812.

68

Poster_22
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Variations of Surface Ozone at the Cape Point Global Atmospheric
Watch (GAW) Station, South Africa
S. J. Chaisamba*; P. M. Luhunga; O. N. Kimambo
Central Forecasting Office, Tanzania Meteorological Authority, Dar es Salaam, Tanzania,
Tanzania Meteorological Authority, P.O.Box 3056, Dar es Salaam,Tanzania
sylgster2000@yahoo.com

The surface ozone (O3) is a major pollutant and a short-lived greenhouse gas and has therefore
attracted much concern in recent years. It is a secondary atmospheric pollutant formed byreactions between oxides of nitrogen (NOx=NO+NO2) and volatile organic compounds (VOCs)
or carbon monoxide (CO) in the presence of sunlight. At the boundary layer (below thetroposphere) where we live and breathe, O3 pollution has direct impacts on human health,agriculture and vegetation. It is therefore crucial to understand and monitor the long-term
variability in O3.
This study analysed the diurnal, seasonal, inter-annual cycles and trends of O3 at Cape Point
Global Atmosphere Watch (GAW) station. O3 time series were obtained from South African
Weather Service (SAWS) for the period 1990 to 2014 on daily basis from the 30m-air intake line,
which were processed to diurnal, monthly, seasonal and annual scale. Furthermore, the MannKendall (MK) Test for monotonic analysis of trend together with non-parametric Sen’s Slope
estimator were used to estimate the magnitude of trends for O3 time series.
Over Cape Point, average O3 exhibit a pronounced diurnal and seasonal cycle. O3 concentration
increases during the daytime following sunlight driven production processes. The diurnal patternsof average O3 concentration initially builds up in the morning and peaks in the noon and gradually
decreases through night. The peaks possibly were influenced by intense solar heating in theafternoon. Seasonal cycles of O3 showed the existence of annual variability with maximum in
winter and minimum in summer followed by autumn and spring. Overall, there is strong
statistically significant increasing trend in both seasonal and annual average O3 concentrations
over Cape Point.
Keywords: Surface ozone; MAKESENS Model; Diurnal and Seasonal Cycles; Trends
References:[1] Combrink, J.,Diab, R. D, Sokolic, F. and Brunke, E. G., (1995). Relationship between
surface,free tropospheric and total column ozone in two contrasting areas in South Africa.J
Atm.environment.,29,685-69. [2] Laban, T. L., van Zyl, P. G., Beukes, J. P., Vakkari, V., Jaars,
K., Borduas-Dedekind, N., Josipovic, M., Thompson, A. M., Kulmala, M., and Laakso, L.,(2018) Seasonal influences on surface ozone variability in continental South Africa andimplications for air quality, Atmos. Chem. Phys., 18, 15491-15514.

69

Poster_23
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Special education program of Geopark for high school students The case of Lesvos Island and San’in Kaigan UNESCO Global
Geoparks collaboration
N. Matsubara1,2*; N. Zouros3,4; I. Valiakos3,4; K. Bentana3,41

Graduate School of Regional Resource Management, University of Hyogo
2
San’in Kaigan Geopark promotional council
3
University of the Aegean, Department of Geography, Mytilene, Greece
4
Natural History Museum of the Lesvos Petrified Forest, Sigri, Lesvos, Greece
nd5408y@gmail.com

Lesvos Island UNESCO Global Geopark (Lesvos Island UGGp) and San’in Kaigan
UNESCO Global Geopark (San’in Kaigan UGGp) are two Geoparks that share many common
features like spectacular volcanic and coastal landscapes, geothermal fields, protected areas,
reach biodiversity and endemic species, reach cultural heritage, common approach ingeotouristic and educational activities as well as innovative local development initiatives onfood and handcrafts. On the 12th of February 2011 they have signed a sistering agreement,
aiming to the close collaboration of the two territories in various fields of mutual interest likegeotourism, educational program and networking.
Recently, a practicing education program is necessary in a high school education. The
Japanese Ministry of Education, Culture, Sports, Science and Technology proposed that it was
important to cooperate with a research institute and university in a high school education byeducation guidelines. But it is difficult to cooperate with a university and research institute forhigh school. The other hand, a school education is one of important programs in geopark
activities. Geopark can offer various educational programs and act as an intermediary between
high school and university.
As a result of the collaboration between Lesvos Island UGGp and San’in Kaigan UGGp, we
could get some good results. One of the important results is Special education program of Lesvos
Island UGGp for Toyooka High school. In 2014,2015 and 2019, students of the Toyooka HighSchool which is a local high school, partner of San’in Kaigan UGGp, participated in educational
programmes of Lesvos Island UGGp, and collaborated with a local high school, partner of
Lesvos Island UGGp, both schools presented their home geopark and had the opportunity to get
to know each other. We will discuss about how the students have changed after the participationof this educational program.
Keywords: Geopark, UNESCO, Education, Student, High school70

Poster_24
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Ophiolite and hybrid mélange complex exposed along the western Kohat
Basin, NW Pakistan and development of Indo-Afghan suture
H. Salam1,2,4*; S. A. Turab2; A. Ali3; M. Q. Jan2; N. Sulaiman1
1

2

Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
National Centre of Excellence in Geology, University of Peshawar, Peshawar 25130, Pakistan
3
Department of Geology, University of Peshawar, Peshawar, 25120, Pakistan
4
Khushal Khan Khattak University, Karak, 27200, Khyberpakhtunkhwa, Pakistan
hikmatsalam4@gmail.com

Patches of Neotethyan ophiolites and Kahi sedimentary mélange exposed along the western
Kohat basin of NW Pakistan were studied in detail for delineating the tectonic history of
emplacement over the western Indian continental margin. Ophiolites are characterized by thepresence of serpentinites, peridotites, gabbro, basalt and chert exposed in parts and fragments.
The base of the ophiolite complex is dominated with the metamorphosed and serpentinizedperidotites and harzburgites. The whole rock suit forming ophiolite is mixed at places with the
mixture of marine and outer shelf sediments (Kahi mélange). The Kahi sedimentary mélange isa mixture of accretionary sediments, turbidites radiolarites. Biostratigraphic analysis wereconducted on the samples collected from the shale interbed and carbonate nodules in the turbidite
facies. Late Cretaceous index planktonic foraminifera and radiolarians were studied in thecollected samples and it implies age of the Kahi sedimentary mélange. The field relationships
show the ophiolite suit structurally thrust over the Kahi sedimentary mélange. This informationshows that the initiation of ophiolite emplacement on the Kahi sedimentary mélange first took
place during late Cretaceous which also corelate with the onset of initial collision between Indian
plate and Afghan plate. Faulted contact of the Kahi sedimentary mélange with the late Paleocene
Lockhart Formation of Indian margin suggests late Paleocene age for the obduction of combined
ophiolite and Kahi sedimentary mélange over the Indian margin. This is indicative of the final
closure of the Tethys ocean and final collision event between the plates. Regional structural trends
indicate the post collisional indentation of Indian plate into Eurasian plate, leading to conversionof the India–Afghan collisional boundary into a transform boundary. The strike slip componentof the boundary dismembered and dislocated the main ophiolite and Kahi sedimentary mélange
into patches and slivers of chaotic rock masses. These are the representative of the typical coloredhybrid mélange complexes formed as result of the subduction–accretion processes that take place
during continental suturing events. Our detailed field study and biostratigraphic results show thatdevelopment and evolution of the ophiolites and mélange complex along the Indo–Afghan suture
is a result of coeval tectonic and sedimentary processes in a subduction–accretion setting, andthat the collision of Indian plate with Afghan block took place in at least two major tectonic
events.
Keywords: Indo-Afghan suture, hybrid mélange complex, Waziristan ophiolites, Pakistan.

71

Poster_25
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Geomythology of the cave Ahunruparo, the entrance to the other world, in
the Pon-ayoro coast, Shiraoi Town, Hokkaido, Japan
A. Suzuki1*; T. Enya2
1

Sapporo Campus, Hokkaido University of Education, 5-3-1 Ainosato, Kita-ku, Sapporo, Hokkaido 0028520, Japan
2
Hokkaido Museum, 53-2 Konopporo, Atsubetsu-cho, Atsubetsu-ku, Sapporo, Hokkaido 004-0006,
Japan
suzuki.akihiko@s.hokkyodai.ac.jp

Geomythology is the study of the oral and written traditions created by prescientific culturesto account for, often using poetic or mythological imagery, geological events and phenomena[1]. Vitaliano recognized two main categories of myths that contain geologic themes: thosethat are considered to be based on real events (euhemeristic myths), and those that can beinterpreted as attempts to account for features of the environment (etiological or explanatory
myths) [2].
The so-called Ainu myths can be divided into three main categories: mythic epics (kamuy
yukar), heroic epics (yukar) and prose tales (uwepeker) [3]. Mythic epics and heroic epics arerecited in rhythmic rhymes to short repetitive melodies. The texts of the stories that fall into thecategory of prose tales are recited in a relative monotone and in prosaic diction that is close to
everyday conversation.
The Ahunruparo sea cave is located along the Pon-ayoro coast near Shiraoi Town, Hokkaido.
Ahunruparo means “the entrance to the other world” in the Ainu language, and is a sacred siteof the Ainu people in Hokkaido [4].
The Ahunruparo cave is composed of pyroclastic flow deposits, Kt3-pfl, from the Kuttara
volcano in the Iburi region. The Kt3 tephra, including Kt3-pfl, has been assigned to eruptions
that occurred ca. 49000 B.P. [5]. The deposits, which comprise rhyolitic welded tuff and arecharacterized by apparent columnar joints and abundant cracks, are used as building stones.
The Ahunruparo measures 2.5 × 6 × 5 m and is probably a natural sea cave created byweathering and erosion. Though the cave is not affected by sea water at present, sea water
previously entered the cave at high tide. The surface of the cave is characterized by havingtafoni, and marine flotsam, such as seaweeds, are deposited in the cave during the typhoonseason. Field observations revealed that the cave was likely formed when the sea level was
higher than it is at present.
Toponymical studies have revealed that many of the features along the Pon-ayoro coast havemythic Ainu names, such as kamui-mintar (God’s garden), kamui-ekashi chasi (God’s fort),
and yaunkut-tomari (domestic mooring). According to prose tales about the Ahunruparo in the
Iburi region, Ahunruparo was considered to represent a portal between the Ainu mosiri (present
world) and the Pokuna mosiri (afterlife). Differences among prose tales are ascribed to local
variations or the recited period. Ainu myths that contain geologic themes have not been studied
extensively, and further examination of these myths is considered necessary from the viewpointof geomythology.
Keywords: Ainu myth, geomythology, Hokkaido, Kuttara volcano, pyroclastic flow deposits
References: [1] Vitaliano D. B. (1973) Legends of the Earth, 305p. [2] Vitaliano D. B. (2007)
Myth and Geology, GSSP, 273, 1-7. [3] Yamada T. (2003) JRCA, 4, 75–106. [4] Chiri M. and
Yamada S. (1956), SRINAC, 11, 1-10. [5] Mori’izumi M. (1998) BVSJ, 43, 95–111.

72

Poster_26
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Petrology of volcanic rocks from Mount Pinatubo, Philippines:
Implication for magmatic crystallization
A. Fanka1*; P. Boonkerd2
1

Applied Mineral and Petrology Special Task Force for Activating Research (AMP STAR),
Department of Geology, Faculty of Science, Chulalongkorn University, Bangkok 10330 Thailand,
2
Department of Geology, Faculty of Science, Chulalongkorn University, Bangkok 10330 Thailand
Alongkot.f@chula.ac.th

Eruption of Mount Pinatubo in the Philippines in 1991 is the one of the recently erupted volcanosof the world. Mount Pinatubo erupted about five cubic kilometers of magma, so the rock andother products are newly formed. From field investigation, there are two rock types that areformed by the erupted magma with the composition ranges from andesite to rhyolite. Most of the
products from Pinatubo are dacite or rhyodacite with high amounts of phenocrysts and andesitewith poor phenocrysts. The rhyolite and dacite are composed of the same mineral assemblages
which are hornblende, plagioclase, biotite, and opaque minerals (magnetite). The volcanic rocks
typically exhibit the porphyritic texture of plagioclase and hornblende phenocrysts embedded inglass groundmass and fine volcanic ash. Crystallization P-T conditions determined by Al-inHornblende geobarometer and hornblende geothermometer are 2.02 – 3.89 kbar and 821 – 909 °C,
respectively. The estimated crystallization depth is 8 – 12 km. Whole-rock geochemistry andmineral chemistry indicates that these rhyodacite and andesite are formed by calc-alkaline
magma in the same magma suit related to subduction.
Keywords: Mount Pinatubo, Philippines, Petrology, Volcanic rock, Crystallization73

Poster_27
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Current status of beach sand and its significance for education
T. Bessho*; T. Nakajo
Osaka Museum of Natural History
heavy-mineral@kcn.jp

Sand has been overexploited as industrial resource in economic development and modernizationin various countries of the world. As a result, environmental destruction proceeds in rivers,
beaches, tidal flats, and shallow seas [1]. Sandy beaches are vulnerable to the effects of rising sea
levels due to global warming [2], resulting in the disappearance of sand-base environments
worldwide. From these points of view, educational activities using sand, mainly beach sand as aresource, can serve as natural science and as an education material for thinking about a sustainable
society.
Sand grains are composed of minerals, rock fragments and biological source particles. The
beauty of sand under stereomicroscope fascinates observers (Fig.1). In addition, the observationof sand grains can estimate theprovenance to provide educational
teaching for understanding river andmarine environments. Sand grains are
ubiquitous, easy to obtain, easy to handle,
and the amount collected can be adjusted.
It is helpful for a material of naturalscience education in schools andmuseums.
The size of each sand grain is different,
and a sea wave circularly polishes thesand grains. It is necessary to know in
Fig. 1. The beautiful sand grains from theadvance what characteristics theriver mouth of Seki-river, southwesternconstituent minerals exhibit understereomicroscope [3]. We qualitatively examined the mineral composition of beach sands from
41 locations on the Japanese Island [4]. These characteristics can be helpful for observing
minerals in beach sands. From the perspective of natural science education, estimation of theprovenance from beach sand helps develop scientific and geological thinking.
We can expect this education, research and sand sample collection activities will help us
understand the global environment in the 21 century and lead us into the future.
Key words: beach sand, educational activities, global environment
References: [1] UNEP (United Nations Environment Programme) (2019) UNEP, 35pp. [2]Vousdoukas, M. I. et al. (2013) Nature Climate Change, 10, 260-263. [3] Uchimura, K. andUrashima, Y. (2013) Nature of Kagoshima, 39, 191-202. [4] Bessho, T and Nakajo, T. (2021)
Mini-Guide No.34, Osaka City Museum of Natural History, 74pp.
This work was supported by JSPS KAKENHI Grant Number 18K01114.

74

Poster_29
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

GIS approach using statistics and morphometric indicators toassess the tectonic signature in the hydrographic network.
S. Sedrette*; N. Rebai
Geotechnical Engineering and Georisk Research Laboratory (LR14ES03), National School ofEngineering of Tunis, University of Tunis El Manar, Tunis, Tunisia
ssedrette@gmail.com

The analysis and interpretation of tectonic lineaments constitute an interesting approach ingeological mapping and mineral exploration. In mountainous regions with difficult access, theidentification and mapping of tectonic accidents sometimes remains difficult. The use of remotesensing and GIS can reduce the risk, time and cost of exploration.
The present study is an attempt to assess the tectonic signature on the drainage network using
remote sensing data in a GIS environment.
The statistical study of the drainage network showed a direct interaction between tectonic
activities and the hydrographic network. In fact, this network is mainly the result of inheritedand current tectonic activity.
The results obtained provide valuable information on the identification of major tectonic
directions in the Nefza region (North East of Tunisia). These results are comparable to tectonic
data extracted from the geological map of the region.
Indeed, the study of some morphometric indicators extracted from the drainage network,
revealed the existence of an E-W subsurface tectonic control covered by the Quaternary
sedimentary series not indicated on the geological map of the region.
Keywords: Tectonic, drainage network, remote sensing, GIS, morphometry.

75

Poster_30
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Enhance Students’ Learning Experience in Fieldwork by Using
ArcGIS Online
T. Assawincharoenkij*; S. Phantuwongraj; P. Chenrai
Department of Geology, Faculty of Science, Chulalongkorn University, Bangkok, Thailand
thitiphan.a@chula.ac.th

Using the ArcGIS Online application to conduct geological fieldwork provides analternative method of teaching students. This study describes an educational innovation forgeological fieldwork that uses the ArcGIS Online application to assess students' learning
experiences. When compared to traditional classrooms, this teaching method allows students tobetter understand how geological structures and features connect through the mapping area. Thisobservation suggests that students can consider structure and deformation events as spatial
continuity while gathering acquisition data in the field. Independent t-test results between treatedand untreated student groups show that the average post-test score of the treated students was
significantly higher than pre-test scores at a p = 0.05 level after using ArcGIS Online in thisstudy's fieldwork. As a result, the ArcGIS Online application is critical in changing anddeveloping geological fieldwork in Thailand at the university level for students. This teaching
method has the potential to benefit any science teaching as well as other disciplines requiring
similar skills.

Figure 1 Schematic of workflow for constructing a fieldwork teaching with ArcGIS Online
application (left) and Field survey information and data type for generating a survey form andimage of the Survey123 application on the smartphone (right) [1].
Keywords: Geoscience; Smartphone; ArcGIS Online; Survey123; Fieldwork
References: Phantuwongraj S. et al. (2021) Geosciences, 11(9), 357.

76

Poster_31
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Dye Separation Properties of Various Rocks and Their Potential
Applications
K. Suzuki1; Y. Seki*
Tokyo University of Science
1721513@ed.tus.ac.jp1

1. Purpose
On science classes in junior high school, students learn the origin, distribution, and compositionof the landforms through observation of surrounding topography, strata, and rocks. Throughthose activities students are expected to classify rocks, which would lead to an understanding ofdisasters and underground resources in their surrounding area. In addition to the chemical andmineral compositions for classification of igneous rocks, color indices for plutonic rocks andcolor tones for volcanic rocks are introduced as important indicators for classification in school
textbooks. However, classification by them is not always accurate, because of some exceptions
have been pointed out, such as the existence of mottled gabbro with a low color index, rhyolitic
obsidian with dark color, black andesite, and gray basalt (Takahashi, 2010). Previous research in
our laboratory has confirmed that green food pigments can be separated by column
chromatography using silica sand and river sand containing large amounts of quartz (Okada,2020). It has been suggested that the ability to separate dyes may depend on the quartz content
in the sample. The purpose of this study is to investigate the dye separation characteristics ofvarious rocks and minerals by column chromatography, and to develop practical protocols forclassifying rocks which can be used in educational activity.
2. Method(1) Sample
Basalt, andesite, rhyolite, mottled rock, diorite, and granite, were used as carrier. Fresh granite
and weathered granite were also used. Quartz, Microcline, Albite, Labradorite, and Anorthitewere tesed as the majour rock-forming minerals. The carriers were aligned with a grain size of
0.06 mm ~ 0.2 mm.
(2) Experiment
The column consisted of plastic straw as cylindrical body, cotton, carrier, and non-woven fabric.
The green solution solute was prepared by mixing 0.5 g of blue No. 1 and 0.5 g of yellow No. 4
with diluting 500 mL of ion exchanged water. Ion-exchanged water was passed through thecolumn, and 0.5 mL of the dye solution was added after the water level had dropped to the levelof the non-woven fabric which is put on the top of the carrier. When the water level dropped to
the level of the non-woven fabric, ion-exchanged water was added again. The RGB values ofthe effluent were measured every minute from the time the dye flowed out using Digital Color
Meter, a Macintosh software application, on the computer screen while the iPad was connectedto the computer and the effluent was photographed with the iPad's camera.
3. Results and discussion
The pigment separation characteristics differed among the various rocks. Separation of yellow
and blue was observed in rhyolite and weathered granite. Andesite did not discharge the yellow,
but only the blue. Only Albite was found to separate pigments among rock-forming minerals.
For Labradorite, only the blue flowed out. The different pigment separation characteristics ofthe various rocks suggest that this method may be useful in classifying igneous rocks.
Separation was confirmed in igneous rocks containing Albite, suggesting that the mineralcontributes to the separation. The separation characteristics differed depending on the degree of
weathering of the granite, suggesting that the amount of Albite and the surface condition of the
granite may also affect the separation. Issues to be addressed in this study include morequantitative measurements of runoff, investigation of separation factors, and quantification of
the amount of Albite in the samples.
77Poster_32
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Analysis of Board Games Applicable to Science Classes
on Climate Change: Focusing on Citizenship Education
Woo-Yong Park; Chan-Jong Kim*
Seoul National University, 1, Gwanak-ro, Gwanak-gu, Seoul, Republic of Korea*chajokim@snu.ac.kr

Science in school education is used to cultivate the ability and attitude of students to understandthe concept of science and to investigate scientifically, and to develop the competence toscientifically and creatively solve problems faced by individuals and society. In particular, manyof the issues facing citizens of the world today, such as climate change, GMOs, denuclearizationand health threats such as COVID-19 pandemic, appear to be related to science in large part. In
this situation, students should be educated to develop a wide range of scientific knowledge andcritical thinking to understand the various issues they face from a scientific point of view andevaluate the process of problem solving.
This flow of science education is connected with citizenship education as a part of preparing for
adult life to participate in society building through active participation in decision-making.[1] In
particular, the relationship between citizenship and science is more evident in some social debates
where scientific knowledge, understanding, and characteristics must be clearly expressed.[2]Therefore, in this study, the issue of climate change was selected as a representative topic,
considering that citizenship education is necessary in modern science classes. This is because theworld faces the climate change problem, and it is necessary for citizens to make decisions invarious aspects based on scientific understanding.
School citizenship education can be achieved by providing classroom participation, elections,decision-making opportunities, social action that benefits the community, and opportunities forstudents to feel that they are part of the wider community and that their contributions arevaluable.[3] In this study, we collected board games that can be leveraged in science classes aboutclimate change. Initially, we analyzed the general characteristics of the subject, play method, andtarget age. Next, we analyzed them from the perspective of citizenship education as an in-depthcharacteristic. Building on insight about the citizenship education perspective within the context
of science classes, we analyzed to what extent the board games that we had collected included thedegree of scientific understanding, decision-making opportunity, and practice on climate change
issues.
As a result, we discovered that most of the climate change board games tended to focus on carbon
emissions and average temperature rise on a global scale, allowing students to naturally enhancetheir understanding of these themes through playing the game. In addition, it provided an
opportunity for group or individual decision-making processes, based on their scientificunderstanding of climate change learned through playing the board game. However, in general,
the aspect of putting their knowledge into practice was not emphasized. Therefore, in order tocultivate students' citizenship in climate change science classes using board games, it isrecommended that the approach to these games needs to be revised, to ensure that it fosters moreindividual and collective social action.
Keywords: citizenship education, science education, climate change, board game
References: [1] Barrue, C. and Albe, V. (2013). Citizenship education and socioscientific issues:
Implicit concept of citizenship in the curriculum, views of French middle school
teachers. Science & Education, 22(5), 1089-1114. [2] Davies, I. (2004). Science and citizenshipeducation. International Journal of Science Education, 26(14), 1751-1763. [3] Brighouse, H.
(2005). On education. Routledge.
78

Poster_33
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

School-Use Seismographs Employing 3D-Printed Parts-Subsequent Developments and Practical IssuesY. Okamoto1*; Y. Naoki2; H. Nishiguchi3; Y. Maruo4
1

Kamnoetvidya Science Academy, 2Shinoda High school,
3
Taisei Gakuin University, 4Retired physics teacher
yossi.okamoto@gmail.com

We have developed a seismograph system for classrooms using mainly 3D printed parts[1].
This is a revised model of our previous version[2]. The system consists of i) Electromagnetic
sensor with Neodymium magnets, ii) Integrated amplifier + Microcontroller (Arduino Uno), andiii) PC-based logging system using Arduino IDE and Processing software. Also, the mechanicaldesign of pendulums (Free periods around 5 seconds) and their functions are similar to the
59type seismographs once operated by JMA(Japan Meteorological Agency) until the mid-1990s.
This system is used for 1) Demonstrating seismographs in a classroom 2) Continuous recording
for local and foreign earthquakes. The detecting limits of the Richter scale are around M6.5 forteleseismic and M>2 for regional. The details of our system were already presented at JpGU2022
May 2022[1]. In this conference, we will report some additional improvements and the issues
for practical observation at school. Three sets of our system are already manufactured andinstalled at author’s sites to ensure practical operation. 1)The first author's house, 2) Shinoda
junior high school (Fig.1), and 3) Taisei Gakuin University campus (Fig.2). Also, another similarsystem is now developing at the fourth author's house.
They are similar settings, placed on the ordinary rooms (the first and second floors of schoolbuildings or a wooden house) without any special settings for seismic observation. The 24 hours
continuous recordings are operated with old-fashioned laptop PCs.
After several months of observation, we were vexed with vibration noises caused by soft
ground bases and not rigid buildings. Such noises are particularly severe on cold, windy
wintertime days because the strong sea waves hit the seashore and cause long period tremors (1to 3 [sec]) invading land areas. Therefore, we can not distinguish the natural earthquake signals
from these days' noises. Nevertheless, many seismograms (local and teleseismic) on mild
weather days are recorded and now analyzed under such unsuitable conditions.
Our presentation will discuss seismograms and their application for classrooms. Also, we will
focus on some subsequent developments built after the previous presentation. i) Evaluation of
amplifier's integrated constants with parallel recordings ii) Outsourcing the amp- circuit boardmaking process, which was the toughest job during our hand-made process. Finally, we will
identify the problems with practical operation in the school or home.

Fig.1 Operation at Shinoda junior high school

Fig.2 A teleseismic record of M7.3 Flores Sea at Taisei-Gakuin Univ.

Keywords: Seismographs, Seismograms, school use, 3D printer, Arduino.
References: [1] Yoshio Okamoto (2022) JpGU 2022.Abstract G-03 #C000449[2] Yoshio Okamoto (2018) GeoSciEdVIII.Abstract.
79

Poster_34
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Practical study on star movement and moon shape using internet cameras
i-CAN and Wel-CAM
D. Araki1*; T. Sato2; M. Ishii3; K. Kimura3; I. Matsumoto4
1

Fukuike-nishi Elementary School, 5-4-1 Kamifukubara, Yonago, Tottori 683-0004, Japan
2
ISAS/JAXA, 3-1-1 Yoshinodai, Chuo-ku, Sagamihara, Kanagawa 252-5210, Japan
3
Otsuma Women’s University, 12 Sanban-cho, Chiyoda-ku, Tokyo 102-8357, Japan
4
Shimane University, 1060 Nishikawatsu, Matsue, Shimane 690-8504, Japan
chromim@edu.shimane-u.ac.jp

In some elementary school science units, it is difficult to experiment and observe in theclassroom, and at the same time, it is physically difficult to support teachers. There are many
issues mainly in the units related to earth science and biology, but it is especially difficult to study
the stars and the moon in the night sky. In other words, it is not possible to observe the starry sky
during the daytime when classes are held. In order to overcome such a situation, the constellation
camera i-CAN was developed by Sato et al. (1999) and the moon phase camera Wel-CAM wasdeveloped by Sato et al. (2013).
The purpose of this research is to observe the actual movementof stars and the shape of the moon using an internet camera. Then,through the observation of the moving starry sky, it raises theinterest of the students and leads to deep learning. Ultimately, thegoal is to foster temporal and spatial perspectives and ways ofthinking that are emphasized in earth science education.
There are some units of science learning in elementary schoolthat are difficult to teach in the classroom. This is mainly the unit
in the field of earth science, but especially in the unit related tothe moon and stars, it is extremely difficult to teach whileobserving the real thing in the classroom in the daytime. It can besaid that difficult education continues for the astronomical unit
for the above reasons, while understanding with a real feeling isemphasized.
In this presentation, we will use this constellation camera i-CAN and the moon camera Wel-CAM
to propose how to use them in the lessons, focusing on practical lessons at elementary schools in
Sakaiminato City, Tottori Prefecture. In addition, we will report on how to proceed with effective
lessons.
Keywords: Internet Cameras i-CAN and Wel-CAM, Elementary School, Science Class,Star Movement, Moon Shape
References:[1] SATOH T., TSUBOTA Y., MATSUMOTO N. (1999) Making an “Internet Astronomical
Observatory”: I. Cheaper, Faster, and Easier. The Astronomical Herald, 92, 312-317.
[2] SATOH T.， ISHII M.， MATSUMOTO I., UEDA H., KIMURA K., MATSUMOTO E.,MARUYAMA O. (2013) Net tool Wel-CAM that increases opportunities for continuous
observation of the "moon phases". Proceedings of the National Conference of Society ofJapan Science Teaching, 11L-102, 425

80

Poster_35
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Practical Research on High School Science Classes Utilizing Brackish Water
in and around Matsue City.
K. Yamaguchi*; A. Michine; I. Matsumoto
Graduate School of Education, Shimane University; 1060 Nishikawatsu,
Matsue, 690-8504, Shimane, Japan
chromim@edu.shimane-u.ac.jp

As a graduate student of the Professional School for Teacher Education, our research groupconducts practical research every day with the aim of solving local (San-in area: Shimane andTottori Prefectures) educational issues. In particular, Shimane and Tottori prefectures are rich innature, and there are several geoparks and world heritage sites, but the current situation is thatthey are not fully utilized in natural science education.
One of the presenters, Yamaguchi, is aiming to use it as a teaching material for ecosystems,
mainly biology, and Michine is aiming to use it as a teaching material for the environment ofbrackish lakes, mainly focusing on chemistry. One of the presenters, Matsumoto, supervised thepresentation of this research as an academic advisor, and discussed the viewpoint andimportance of the geological background as a teaching material.
Regarding the biological ecosystem that Yamaguchi is in charge of, the viewpoint of research
is not mainly in the classroom, but in the open air as a place for observation. In other words,
learning in the field tends to induce a scientific understanding with a real feeling. In addition,
we are thinking of developing lessons to learn that the topography and geology that form thebasis of the ecosystem create a valuable environment for the water system and the animals andplants that inhabit it. Specifically, we aim to construct a theory based on the ARCS model(Keller, 1984). The ARCS model is a theory that motivates learning through the process of four
components: Attention, Relevance, Confidence, and Satisfaction. We believe that this theory issuitable for geological learning and ecological teaching materials.
Next, in the study of brackish lakes promoted by Done, the ark shells living in the Lake
Nakaumi have the function of purifying the water quality, and the effect of bio meditation has
been demonstrated.
As mentioned above, both Yamaguchi and Michine's research aims to form the concept thatwater systems and ecosystems are established against the background of topography andgeology. Currently, the treatment of earth science is decreasing in high school science in Japan,
but in order to solve this, we think that it is necessary to design to incorporate earth scienceeducation into the biology and chemistry classes (Matsumoto 2014).
Keywords: Practical research, High School, Geoscience Education, Brackish Water, Matsue
city
References:[1] KELLEL J. M. (1983). Motivational design of instruction. In C. M. Reigeluth(Ed.), Instructional design theories and models: An overview of their current status.
Hillsdale, NJ: Erlbaum.
[2] MATSUMOTO I. (2014) Future Environmental Education in Science-Position andImportance of Awareness, Knowledge, and Behavioral Education for Creating a
Sustainable Society-.

81

Poster_36
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

A field guide using virtual reality technology:
Introduction of outcrops around Okayama, Japan1

K. Yamaguchi1*; T. Sato2; K. Aoki2

Center for Educational Development, Okayama University of Science, Okayama 700-0005, Japan,
2Center for Fundamental Education, Okayama University of Science, Okayama 700-0005, Japankyamaguchi@ous.ac.jp

In Geoscience education, field excursion is essential excercise for students to explore andobserve outcrops, to understand geological structures, and to consider formation process based on
the knowledge obtained from classroom lectures. Unfortunately, the opportunities forfield-based trainings are declining because of various reasons such as the time required to travel tothe field site, the cost thereof, and the recent COVID-19 situation. In order to solve this problem
and make field excursions more familiar, we are working on the creation of a field guide forbeginners in Geoscience using recently developed virtual reality (VR) technology [1], taking
geological outcrops around Okayama prefecture as an example.
Intra-arc sediments, accretionary complexes, high-pressure metamorphic rocks, granitic
rocks, and ophiolite formed from the Paleozoic to the early Cenozoic are distributed aroundOkayama [2], indicating that this area is one of the best places for field excursion to observevarious rocks and geological structures. At present, VR teaching materials of (A) the outcropof the Permian accretionary complex and the Carboniferous-Permian limestone brocks (Kamba
Falls) in Katsuyama area and (B) the outcrop of the Cretaceous tuff breccia in Tsuyama area
both in Okayama prefecture are being prepared using 360-degree images. In the outcrop A, theocean plate stratigraphy (OPS) characterized by sandstone and mudstone and basalt can beobserved. In the outcrop B, the tuff used for the stone wall of Tsuyama-Castle and also thetraces of the stone quarry at that time can be observed.
Since these outcrops are easily accessible by car, a synergistic educational effect by
combining actual field excursion with VR teaching materials as the preparation and/or review
can be expected. We are planning to apply this technology to other outcrops and demonstrate
the VR teaching materials in classroom supposing the use in BYOD (bring your own
device)-style. In this presentation, we will introduce VR teaching materials of not only theabove-mentioned outcrops but also other outcrops.
Keywords: teaching material, virtual reality, field excursion, outcrop, Okayama
References:[1] Shoji S. et al. (2021). Education of Earth. Sci, 74, 1–18 (in Japanese with English abstract).
[2] Isozaki Y. et al. (2010) Gondwana Research, 18, 82–105.

82

Poster_37
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Greenworks: A Multi-University Environmental Education RolePlaying and Community Action Experience
T. Lennon1*; L. Horodyskyj2,3,4; R. Greco4; L. Ishak5; H. Umasangaji5; I. Bubniak6
1

Arizona State University, Tempe, USA
2
Science Voices, Tempe, USA
3
Blue Marble Space Institute of Science, Seattle, USA
4
Universidade Estadual de Campinas, Campinas, Brazil
5
Universitas Khairun, Ternate, Indonesia
6
Lviv Polytechnic National University, Lviv, Ukraine
Tara.Lennon@asu.edu

Environmental crises will overwhelmingly impact Millennials and Generation Z. Most areaware of this reality and enthusiastic about finding and promoting policy and community
solutions. However, many youths also lack the communication and collaboration skills
necessary to implement change in their communities. The Greenworks program is acollaboration between Science Voices (a US-based nonprofit organization focused on
improving science education), a political science course at Arizona State University (US), andvarious environmental and geoscience courses at Universidade Estadual de Campinas (Brazil),
Universitas Khairun (Indonesia), and Lviv Polytechnic (Ukraine). The program provides spacefor students to practice deliberation and environmental policy-making in an online role-playing
game and then implement their own proposal to address an ecological problem in theircommunity.
The program consists of two stages: 1) the role-playing game curriculum and 2) community
projects. During the role-playing game, students proceed through a semi-synchronouscurriculum that blends science philosophy, governance theory, Earth science, and sustainability.
Learning objectives are focused on scientific thinking, policy development and analysis, andeffective teamwork. Students role-play as leaders of fictional nations addressing various
environmental challenges through domestic policies and international negotiation. Teams who
successfully complete the simulation receive funding and additional training to implement
environmental stewardship projects that they have conceived and developed to address an issue
important in their home communities. During this second phase, Science Voices and local
partners coach student teams in project development and accountability. A few teams whocompleted the program in 2020 and 2021 and their faculty mentors have sustained and expanded
their projects through local funding and additional grants separate from the program.
Since 2020, we have run five iterations of the program as we have worked to refine the model.
We will discuss and provide examples of:
1)
2)
3)
4)
5)

Program infrastructure (digital tools, curricular materials)
Benefits to students (engagement, international experience, real-world applications)Benefits to teachers (active learning training, institutional transformation)
Challenges (language barriers, unfamiliarity with active learning, time zones)
Finance models (crowd-funding, unconventional grants)

Keywords: planetary stewardship, global university, environmental education, role-playing
games, community projects

83Poster_38
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Potential of Online Webcasts of Large Scientific Ocean Drilling
Programs for University Education: A Case Study IODP Expedition
386 the R/V Kaimei
R. Fukuchi1*; Y. Nishio2; R. Hori3; R. Anma4; Y. Yamamoto2;
A. Sakaguchi5; L. Maeda6; S. Saito6; K. Takahashi61

Naruto University of Education,
2
Kochi University
3
Ehime University
4
Tokushima University
5
Yamaguchi University
6
Japan Agency for Marine-Earth Science and Technology (JAMSTEC)
rfukuchi@naruto-u.ac.jp

Scientific progress is based on the understanding of many people. It is very effective to increase
the number of fans of earth science to let students who study other than earth science know about
it, especially at universities that are in charge of educating those who are expected to lead othersin the future.
The Japan Trench is one of the Earth’s most active plate convergent boundary located off thenorth-eastern coast of Japan. A decade following the 2011 Mw9.1 Tohoku-oki earthquake,theInternational Ocean Discovery Program (IODP) Expedition 386 took place during 13 April to 1
June 2021. The Expedition brought together international scientists including
paleoseismologists, however, only 4 scientists were onboard_due to the effect of Covid-19
pandemic. The goals of the Expedition were: 1) to identify the proxies of earthquake-triggered
deposits allowing recognition and dating of past Mw9-class earthquakes versus smaller
earthquakes and other driving mechanisms, 2) to explore the spatial and temporal distributionof earthquake-triggered deposits, and 3) develop a long-term earthquake record for giant
earthquakes.
During the Expedition, we hosted an outreach event for undergraduate students in the Facultyof Science and Pedagogy in Shikoku region. An online luncheon seminar was held on 7 May
2021, and this event was held at four universities in Shikoku and Tokushima University
Environmental Disaster Prevention Café under joint collaboration with J-DESC. The Café was
an online venue for disaster prevention specialists, architects, crisis management personnels
from local governments and companies, media representatives, students and for the generalpublic who are interested in disaster prevention to learn and discuss community safety andsecurity from both environmental and disaster prevention perspectives. The live online webcast
from the R/V Kaimei continued about an hour during lunchtime and included an overview of
the Expedition and a ship tour, followed by Q&A session. After the webcast, a voluntary survey
was conducted and the responses were received from 36 of the 104 mobile devices including
those from the organizers. In addition, report assignments about this online webcast wereconducted and 37 responses available for publication were received at Kochi University. The
results showed that the majority of the audience were impressed by the actual settings onboard
during the ship tour, while some commented that they wanted a more detailed tour, or not that
there was not enough time for the ship tour and questions. A number of respondents indicatedthat the program sparked their interest in sample collection methods and marine research itself.
This online luncheon seminar is expected to serve as a gateway for undergraduate students tolearn about ocean science drilling and directly see how the scientists work together at sea. As
many universities offer career education to students, such events would help students to have acareer image of a researcher.
Keywords: Ocean science drilling, IODP, online live webcast.
84

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Junior poster presentation abstract

Japanese junior/senior high school students will give poster presentations in English. During
the conference, the posters will be displayed at the poster session area near the entrance of themain venue, and explanations of the posters will be given by students during the core time (10:0012:00, 23rd Aug.). The posters will also be posted on the official website as an e-poster in PDF
format, where online participants from overseas can ask questions and answer throughthe comment forms.
GeoSciEd Junior Poster Session
ID(Page No.)

SchoolAuthors

Poster Title

JR-001(86)

Tottori Prefectural Tottori Nishi High School

Chikako Katakama; Hibiki Hagihara; Kaito
Kimura; Kensuke Takenaka; Tomotaka
Nakano; Yu Morita

JR-003(87)

Shimane Prefectural Oki High school

Mutsuki OSADA; Ayami NAKANISHI; Local Develop and practice local SDGs card game
SDGs card game promotion teamutilizing the Geopark

in-person

JR-004

Sapporo kaisei Secondary School

Muso Takimoto; Yuki Ichioka

Lava flow validation of Mt. Prometheus

in-person

JR-006

Fukuoka Institute oh Technology Jyoto High School

Yuga Miyawaki; Takumi Nakasima; Jinu
Gen

Three-color metering with an old camera

online only

JR-007

Hana Watanabe; Kosei Terashima; Aoi
Fukuoka Institute oh Technology Jyoto High School Hasegawa; Miharu Taniguti; Akiko
Hasegawa; Ryo Kusune

Orbit analysis of meteor

online only

JR-008

Fukuoka Institute of Technology Jyoto High School

Shin Sato; Hayato Kuroki; Shohei Oniki;
Huyu Nozaki

A view of the sky above Fukuoka City

online only

JR-010(88)

Kaisei Junior & Senior High School

Raia Sakamoto; Ena Sakamoto; Rio
Sakamoto; Hina Fukui; Nana Katayama;
Nonoka Kawatani; Fuga Imaoka; Yusuke
Maruyama

Ruby Synthesis Experiment Geoscience
Background Considered from the Laboratory
in-person
Experiment of Junior and high school Earth ScienceClub

JR-013(89)

Tachikawa High School

Takumi Yasuhara; Kota Toda; Haruki Inoue

Development of Automated Visibility Observationand Meteorological Observation Systems

85

A Restoration of the Paleoenvironment of Tottori
Plain Based on Analyses of Sediment Samples
Including Shell Fossils

paticipation

in-person

in-person

Junior Poster_001
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

A Restoration of the Paleoenvironment of Tottori Plain Based on
Analyses of Sediment Samples Including Shell Fossils
C. Katakama; H. Hagihara; K. Kimura; K. Takenaka; T. Nakano; Y. Morita*
Tottori Prefectural Tottori Nishi High School
torinishigeo@gmail.com

The Tottori Plain faces the Sea of Japan and is thought to consist of sand and mud that
accumulated in the inland sea during the Jomon marine transgression Period. However, theorigins of the Tottori Plain are not yet clear due to lack of research.
This study is aimed to investigate the paleoenvironment of Tottori Plain mainly from fossils in
underground sediments which were obtained as boring samples when the Tottori Prefectural
Library was rebuilt. The Tottori Prefectural Library is located on the plain.
The shell fossils were extracted from sediments and cleared of dirt. This work resulted in the
discovery of shell fossils, wood chips, and some sort of hair. The percentage of shell fossils foundwere 64% Corbicula japonica, Japanese freshwater clams, 7% Clithon retropictus, a kind ofJapanese snail, 3% Cerithidea djadjariensis, pirenella incisa and 2% Crassostrea gigas, pacificoysters.
In addition, the habitats of each species of shell were investigated and compared with the strata
investigated in a previous study(Yamana et al. 1975).A comparison between the previous study
and this study revealed differences in the type and number of shells excavated. Based on the large
number of shells which generally live in shallow sea in the sediments examined in this study andin comparison with the previous study, the environment around the library at that time was most
likely shallow sea.
As our further research plan, it is necessary to discover microfossils such as foraminifera in thesediments, to investigate boring samples at other sides,and to observe the other elements－woodchips, some sort of hair and minerals-in order to analyze the estimate age and paleoenvironmentof Tottori Plain in more detail from now on.
Keywords: shell fossils, paleoenvironment, Tottori Plain, brackish water region, Japanese
freshwater clam
References: [1] Takashi Okutani (2017) The illustrated reference book of shells from inshoreof Japan [Tokai University Press].
[2] Iwao Yamana et al.(1975) Research report of Tottori Prefectural Museum, 1286

Junior Poster_003
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Develop and practice local SDGs card game utilizing the Geopark
M.Osada; A. Nakanishi; Local SDGs card game promotion team
1 Ariki Nizibara, Oki Island Town, Shimane Prefecture, Japanoki.miryoku2@gmail.com

Oki High School in the Oki Islands Geopark has been conducting Project Based Learning(PBL) utilizing the Geopark since 2015. In the first and second years, each students team decides
on a theme and tries to find a way to solve the problem with local people. In the third-year option
course, "Geopark Exploration," students specialize in business and work with companies to findways to generate revenue. The students also work to extend the learning they have gained
through their studies to the local community. Since 2021, We started to merge geopark education
aimed at conservation through community study and SDGs movement which aims at solving
local challenges through a global standpoint. As an action to spread learning to the community,
an Oki islands’ version of a card game was created based on a card game jointly developed by
the university and a company.
In this card game, we place emphasis on two things: experiencing a series of steps from
reviewing the community, thinking, and taking action and building up local knowledge. The gameuses three types of cards, one linked to a specific goal (“trade-off card”), another representing a
local resource (“resource card”) and the other thinking about how to act (“rule card”). Players
familiarize themselves with SDGs through a game format and come up with ideas to use local
resources wisely for achieving the goals. We will update the game regularly, and through thatcreate an archive of the challenges and resources that exist on the islands in specific periods oftime. The game will provide a peek into the state of progress of the geopark activities.
Last year, we held trial events for educators and businesses, and made revisions to the card
game. This year, we introduced the card game to first grade students studying Geoparks. We will
also work to increase opportunities to utilize this game not only in the school but also in thecommunity.

Keywords: Oki Islands, high school, geopark education, SDGs, regional cooperation

87

Junior Poster_010
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Ruby Synthesis Experiment Geoscience Background Considered from theLaboratory Experiment of Junior and high School Earth Science Club
R. Sakamoto*; E. Sakamoto; R. Sakamoto; H. Fukui; N. Katayama;
N. Kawatani; F. Imaoka; Y. Maruyama
Kaisei Junior & Senior High School, 9-11-1 Nishitsuda, Matsue, 690-0017, Shimane, Japan

Currently, although "Earth Science (Geology)" as a high school subject in Japan remains, thenumber of students who choose earth science is small. In addition, there are very few teachers
who teach earth science, and it can be said that there is a crisis in earth science education in
Japan. Especially in Shimane prefecture, there are no teachers who teach earth science, and eventhough there are several geoparks and world heritage sites that are rich in nature, they are notbeing effectively utilized for education.
We are studying at Kaisei Junior & Senior High School, which is an integrated middle andhigh school. Also, as a club activity, he belongs to the science club and pursues the joy of sciencethrough experiments and observations on our activity.
This time, we will introduce the artificial ruby ??synthesis experiment that has been repeatedat the science club for several years since the GeoSciEd meeting was held in Matsue City. In
addition, the science club is discussing geological factors in relation to naturally occurring rubies.
This time, we will also introduce the contents of the discussion.

Fig.1 Artificial ruby that was successfully
synthesized in an experiment

Fig.2

Heat the mixed powder using a
microwave ovens

Fig.3, 4 and 5 Experimental scenes at the science clubs
Keywords: Ruby Synthesis Experiment, Science Club, Geoscience Background88Junior Poster_013
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Development of Automated Visibility Observation andMeteorological Observation Systems
T.Yasuhara; K.Toda; H.Inoue
Tokyo Metropolitan Tachikawa High School Astronomy and Meteorology Club
Kimi_Kachou@member.metoro.tokyo.jp

In our school, weather observation has been conducted for about 75 years. Visibility is one ofthose observations, and it is a measure of the distance at which an object or light can be discerned.
Our observation records suggested that the air pollution was terrible in the 1960s. In
order to automate our observation, since 2019, we have continued to develop our own
observation equipment and try to judge visibility with machine-learning-based methods.
In order to automate judging visibility, we utilized a machine-learning model which iscalled Convolutional Neural Networks (CNNs).As a result,its accuracy was approximately
95%.
In order to centralize the observation data and publish them, we developed a systemmonitoring the school’s weather observation data. The program synchronized the observa
tion data from the meteorological observation equipment with the Raspberry Pi. Anotherprogram showed the latest data of Raspberry Pi (temperature, humidity, air-pressure) andthe graphs (temperature, humidity) on the display. In addition, the other program automa
tically acquired visual observation results. The observation data obtained from theequipment is utilized in the analysis. Visibility tends to worsen in the rainy season andsummer. Also, it worsens in high humidity or in the morning. After raining,
visibility often becomes good, it is estimated this is related to aerosols. It was thought
to be largely related to forward scattering and precipitation.The researchers attempted touse deep learning to make determinations and further automate the observations.The met
eorological observation data could be displayed on a display.The current visibility was
related to precipitation phenomena and high humidity.The researchers will continue obser
vations to further explore the relationship between visibility and air pollution and theeffects of yellow sand and other factors on the visibility of Mt.Fuji. In addition, theresearchers will further automate the system and aim to complete asystem that will make the observation data available to the public within the school
The table ofvisibility class

Fig2 Automatic
observation device

Fig1 visibility change of our school andJapan Meteorological Agency(1940~1977 annually,2020~2021Monthly)

Fig3 Our Meteorological Observation Systems

Fig4 Visibility evaluation of captured images by machine learning

Keywords: Visibility, Observation System, Air Pollution, Aerosol, Deep Learning
References: [1]T.Yasuhara,K.Toda,H.Inoue(2022)TheMeteorogikalSociety of Japan stronomy
and Meteorology club (2020) [2] Y. Hamashima, T. Yasuhara et al.(2021) MeteorologicalObservation Equipment Contest. [3] The website of Japan Meteorological Agency
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IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

International Symposium on
Natural Hazards and Education
abstract
Wednesday, 24th August @ Multipurpose HallPROGRAM
08:50 - 09:00
09:00 - 10:00(a) S-001(b) S-002(c) S-003(d) S-004

Message
Showcase of natural disaster education
Education on Disaster Prevention in Japanese Schools
Japan / Mr. Yasuhiro TAGUCHI(Kashiwa-minami High School, Chiba Prefecture)
Learning about disaster prevention in high school –Scientific understanding of
natural disasters and acquisition of knowledge of disaster prevention behaviorJapan / Mr. Katsuya KAWAKATSU and his students(Himeji-higashi High School, Hyogo Prefecture)
Incorporating disaster prevention learning into primary school science outdoor
learning
Japan / Mr. Makoto OBASE (University of Hyogo)
Disaster-prevention education assuming low-frequency large-scale volcanic
eruptions: Teaching materials for high-school students about the widespread
volcanic ash from the Kikai-Akahoya Eruption
Japan / Dr. Tatsuya KODA (Konan University)
Short break

10:10 - 11:25(e) S-005(f) S-006(g) S-007(h) S-008(i) S-009
11:25 - 12:00

Lectures (e) / Invited lectures (f to i)
Research on promoting national resilience through disaster mitigation
education for university students
Japan / Prof. Dr. Daiji OKADA (Hiroshima International University)
Natural Disasters, Social-Natural Resources, and the Resilience of Local
Communities: the Case of the Great East Japan Earthquake
Japan / Dr. Taiyo YAGASAKI (University of Hyogo)
Natural Hazards and Education in East Asia: South Korea
South Korea / Prof. Dr. Young-Shin PARK (Chosun University)
Disaster education in China-taking disaster education in geography
curriculum as an example <ONLINE>
China / Prof. Dr. Yushan DUAN (East China Normal University)
Overview of Disaster Prevention Education in Taiwan
Taiwan / Prof. Dr. Chun-Yen CHANG (National Taiwan Normal University)
Discussion / Q&A to the speakers from attendees / General discussion / Summary
Closing remarks90S_001
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Education on Disaster Prevention in Japanese Schools
YASUHIRO TAGUCHI
Chiba Prefectural Kashiwa-Minami High School, 1705, Masuo, Kashiwa, Chiba 277-0033, Japanyasuhirotaguchi@yahoo.co.jp

Japan has many disasters until now,from now because it’s on tectonic and geographical location.
The Japanese schools grapple to prevent their students from disasters. The Japanese schools’
curricula are prescribed by the Courses of Study within their national framework (MEXT). The
Courses of Study also reveal ways to prevent disasters in each subject in Japan. The Japan
Courses of Study change approximately every 10 yearas. Lately the Courses of Study at
Elementary schools and Junior High schools changed in 2017 and at High schools in 2018 in
Japan. New text books based on the new Courses of Study are issued and used by students ofElementary schools and Junior High schools from 2021 and High schools from 2022 in Japan.
This study picks out the descriptions of education on disaster prevention in new text books
which are used by Japanese students especially in Kashiwa city,Chiba Prefecture,Japan which
the author lives in. And this study also examins possibilities of education on disaster prevention
to refer not only the text books but also real practices historically in Japan.
Keywords: education on disaster prevention, e v a c u a t i o n , Ministry of Education, Culture,
Sports, Science and Technology (MEXT), s a f e t y, t h e Courses of Study
References:[1] Ministry of Education, Culture, Sports, Science and Technology, Japan. (2017) Courses ofStudy at Elementary school in Japan[2] Ministry of Education, Culture, Sports, Science and Technology, Japan. (2017) Courses ofStudy at Junior High school in Japan[3] Ministry of Education, Culture, Sports, Science and Technology, Japan. (2018) Courses ofStudy at High school in Japan[4] Katada,T. (2012) Journal of disaster information studies 10, 37-42[5] https://www.tokeikyou.or.jp/bousai/inamura-pshow-top.htm

91S_002
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Learning about disaster prevention in high school- Scientific understanding of natural disasters
and acquisition of knowledge of disaster prevention behavior K. Kawakatsu*; A. Mitsui; N. Kodama; T. Maeda; H. Nakanou; A. Tada; Y. Muromoto;
K. Kishigami; H. Gotou; K. Motowaki; Y. Nishino; T. Satou; M. Shimura;
K. Sugawara; K. Takada; T. Takeuchi; Y. Takeuchi; N. Yamaura; Y. Yokoo; R. Yoshida
Himeji-higashi High School, Honmachi 68-70, Himeji-city, Hyogo Prefecture, Japankazuya-kawakatsu@hyogo-c.ed.jp

Our school is located near the epicenter of theSouthern Hyogo Earthquake that occured on January
17, 1995. As the years pass by, lessons learned havestarted to be forgotten. The main lesson we learned
from the disaster is that it is necessary to understandthe natural world scientifically and to practicedisaster prevention activities as an individual andsocietal scales to protect ourselves from disasters(Fig.1).
Japan has many natural disasters (such as
earthquakes, volcanic eruptions, tsunamis andtyphoons) and students are taught how to prepare for and respond to them. Aside from thosepractical considerations, students learn about the underpinning scientific theories of such disasters
in earth science classes. However, students don’t study the four natural science (chemistry,
physics, biology and earth science), but only choose to study 2 or 3 subjects from them. Therefore,
students who don’t choose earth science have no opportunities at school to learn the mechanisms
behind disasters. In modern Japan, very few schools offer earth science courses so many students
are denied the opportunity to understand the theory of natural disasters.
Our school has been designated as a Super Science High school (SSH) since April 2020. The
SSH program designates high schools that focus intensively on math, science and technology
education. It implements advanced math and science education programs in high schools andassigns additional funding to further develop the abilities of students. In addition, it also develops
teaching methods and materials which develop students’ creativity and originality.
The most important research and development theme of our school is "International Activities
centered on Earth Science". Our school has set up "Basic Inquiry-Based Study of Natural
Science" (worth 4 credits in 1st grade and 2 credits in 2nd grade) to encourage comprehensive
across the four fields of science (chemistry, physics, biology, and earth science) with a focus onearth science. Here is also "Inquiry-Based Study of Science and Mathematics" (1 credit in 1st
grade, 2 credits in 2nd grade and 1 credit in 3rd grade) research based on earth science. In thissystem, all students study across the four fields of natural science as well as mathematics and sothey can come to understand natural phenomena and natural disasters comprehensively. In "Basic
Inquiry-Based Study of Natural Science", students actually go out and get hands-on experienceearth sciences. In 2021, a group of students investigated the Nojima Fault which was responsible
for the Southern Hyogo Earthquake and visit the Disaster Prevention Future Center. We learned
about disaster prevention and mitigation techniques there. We conducted a survey on students
who participated about these activities. The results shows that our school's efforts is significant[1]. We would like to show the country the fruits of our labour nationwide.
Keywords: Southern Hyogo Earthquake; mechanisms; activities
References: [1] Himejihigashi Senior High School (2020) R & D implementation Report92S_003
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Incorporating disaster prevention learning into primary school science
outdoor learning
Makoto Obase

Graduate School of Regional Resource Management, University of Hyogoe-mail: obamako0110@gmail.com

Geoscience education and disaster prevention education are important in Japan, where many
natural disasters, such as earthquakes, volcanic eruptions and torrential rains, occur. Although
outdoor learning in geoscience education is desirable, many schools do not conduct such learning
owing to lack of suitable observation sites, time and explanatory skills of teachers[1],[2]. However,in Kyotango City, Kyoto Prefecture, a science outdoor learning programme called ‘Learning of
the Earth’ started in 2010 for sixth-grade students, and approximately 5,400 students participatedin the programme over 12 years. The Tango Earthquake (1927, M7.3) severely damaged
Kyotango City, and the displacement of the Gomura Fault, which caused the earthquake, has beenpreserved in the city. The Gomura Fault is one of the four sites of the ‘Learning of the Earth’
programme.
This programme consists of three stages: pre-learning, outdoor learning and post-learning. The
study covers several topics, such as topography, geology, environment, weather disasters andearthquakes. Following are the contents of the study of earthquakes: (1) Pre-learning: an overview
of the Tango Earthquake; essays by children who experienced the earthquake; the relationshipbetween the distance from the Gomura Fault and the damage. (2) Outdoor learning: earthquake
observation facilities; earthquake damage in the dunes; streetscape of the reconstructed district;the displacement of the Gomura Fault. (3) Post-learning: viewing a picture depicting theearthquake disaster; analysing statistical data.
Following the outdoor learning, a child stated,‘When I saw the displacement of the fault, I foundthat the power of the earth is strong. I hope tobecome a teacher in the future and teach people
about the power of the earth’. He could feel thegreat power of earthquakes when he saw the fault
displacement after learning about the Tango
Earthquake in advance. The ‘Learning of the
Earth’ programme incorporates a visit to the
Tango Earthquake traces, which is also aneffective educational programme for disasterprevention.
Keywords: outdoor learning, science education, disaster prevention education, primary school,
earthquake
Reference:[1] Miyashita O. (1999) A Study on Learning through Field Work in Earth Science. Educat.
Earth Sci.,52(2),63-71. [2] Isozaki T. (2004) Historical and Philosophical Study on the Value ofFieldwork for Improving Teaching in Elementary and Secondary Schools in Japan. Educat.
Earth Sci.,57(4),111-123.

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IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Disaster-prevention education assuming low-frequency large-scale volcanic
eruptions: Teaching materials for high-school students about the widespread
volcanic ash from the Kikai-Akahoya Eruption
T. Koda*; M. Taguchi; N. Kawamura; K. Sano
Faculty of Science and Technology, Konan University, 8-9-1 Okamoto, Higashinada-ku Kobe
658-8501, Japan.
takoda@konan-u.ac.jp

The authors used the widespread volcanic ash [1] that fell over a wide area of Honshu after the
eruption of Kikai Caldera in Kagoshima Prefecture during the Jomon period as teachingmaterial for lessons on volcanic disaster prevention for high-school students based on theassumption of low-frequency large-scale volcanic eruptions. The class comprised 95 secondyear students in the ‘Basic Earth Science’ class at a high school in central Hyogo Prefecture,
which is located in an area without active volcanoes. We observed pyroclastic materials in thefirst class, and we observed the Kikai-Akahoya volcanic ash [2] and predicted disasters in thesecond class. The Kikai-Akahoya volcanic ash is used for several reasons. First, it is the mostrecent eruption (7300 years ago [3]) among the large caldera eruptions, and it still has theoutcrops of fresh volcanic ash layers. Second, it caused tremendous damage to the Jomon
culture of southern Kyushu [4], as inferred from the artefacts excavated at archaeological sites(such as the Uenohara site). Third, the volcanic ash from the Tarumi-Hyuga site in Kobe had
been collected in 1997 [5] and can be used as teaching material [6].
In the first class, approximately 75% students
acknowledged the necessity of knowing the location of
volcanoes and predicting triggers to prevent volcanic
disasters. After the second class, more students were
aware of the disaster caused by the Kikai-Akahoya
volcanic ash, where the wind brought volcanic ash fall
over a wide area. Among the examples of disasters
caused by volcanic ash fall, students may have gained
the knowledge of the impact on electronic machinery,
agriculture and transportation. Furthermore,
Figure: Thickness distribution map of
approximately 70% students mentioned some actions
the Kikai-Akahoya volcanic ash〔1〕related to volcanic disaster prevention.
1, 2: sampling point, x: practice school
In conclusion, we increased the number of students
aware of the dangers of volcanic disasters caused by a wind-driven volcanic ash flow from
active volcanoes. However, some students do not distinguish between active and othervolcanoes in the vicinity, and the authors believe that advancements in these caldera-eruption
classes must focus on comprehending disasters caused by falling volcanic ash.
Keywords: disaster-prevention education, widespread volcanic ash, Kikai-Akahoya
Volcanic Ash, Jomon period, high-school students
References:[1] H. Machida and F. Arai (2003) Atlas of Tephra in and around Japan, University of Tokyo
Press.[2] H. Machida and F. Arai (1978), Quaternary Research, 17(3), 143-163.[3] H. Fukuzawa(1995), Quaternary Research, 34, 135-149.[4] H. Machida (1981), Geography, 26(9), 36-44.[5]Kobe City Board of Education (1992) Tarumi Hyuga Site 1st, 3rd and 4th Surveys. [6] T. Koda
and E. Sato (2020) Research Journal of Disaster Education, 1(1), 135-140.

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S_005
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Research on promoting national resiliencethrough disaster mitigation education for university students
D. Okada, Y. Iyama, T. Sawaguchi, N. Kawamura, K. Yasufuku, M. Ohori, H. Okada
555-36 Kurosegakuendai Higashihiroshima, Hiroshima, 739-2695 Japand-okada@hirokoku-u.ac.jp

The project aims to promote national resilience in the intangible aspects by cultivating the ability
to contribute to regional disaster reduction at universities, where disaster reduction education isless prevalent, compared to elementary, junior high, and high schools. In order to nurture humanresources who proactively engage in disaster mitigation throughout their lives, university students
will be asked to discover issues on their own, investigate, discuss, present and summarize theresults of them. It is important to expand active learning in which students actively communicate
with people inside and outside the university. The followings are some of the specific curricularand pedagogical innovations and achievements we have made in recent years. 1. Hiroshima
International University has made disaster mitigation education a required curriculum for all
students in all faculties. We created tsunami simulations and evacuation simulations fromunderground malls in familiar areas and used them in class. In addition, the university has
conducted hypothesizing, using Gigapan high-resolution images, field observation1, and largescale disaster drills in the disaster-affected areas for those
who wish to participate. 2. In the first-year course"Regional development and crisis management"(compulsory; Fig.1), we aimed for a synergistic effectbetween the improvement of crisis management skills
through learning the basics of disaster phenomena,
psychology, and primary life-saving measures, andregional development skills from the perspective of the Fig.1 Disaster mitigation curriculum
SDGs during normal times. 3. In the "Interprofessional Education: IPE" (compulsory; Fig.1) fromthe 1st to 4th year, students from health, medical, and welfare departments were mixed together
in various scenarios, including disasters. They improved communication skills in IPE Ⅰ,
presentation skills in IPE Ⅱ, and various medical skills in IPE Ⅲ. They discussed and worked
together to solve various complex problems in a comprehensive manner in IPE Ⅳ2. 4. Students
who wished to do projects were given the opportunity to initiate (Fig.1) on their own. They
discussed issues both at the time of disaster and in ordinary time with the residents, therefore
students were motivated and acted as facilitators for cultivating elementary, junior high, andsenior high school students and residents as disaster mitigation leaders. 5. In addition to training
medical professionals such as nurses, licenced psychologists, paramedics, physical therapists, andnutritionists, the program has promoted the acquisition of qualifications such as Red Cross
Society First Aid Provider, disaster prevention specialists, and active participation in DMAT,
DPAT, DHEAT, and JRAT. As a result, both university students and residents have increased theirawareness and practical skills for disaster mitigation. The university also utilized SNS with a highlevel of disaster mitigation awareness at the time of the large-scale debris flow disaster,
miraculously resulting in zero casualties. University students provided various kinds of assistanceto the elderly in the affected areas and actively provided practical disaster mitigation education
to residents and children. This work was supported by JSPS KAKENHI Grant Numbers
JP20H01749, JP20K20850, JP22H01069.
Keywords: University student,

Disaster mitigation education, Finding issues, Facilitator

95

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022
References:
1 D. Okada, Y. Iyama, N. Kawamura, S. Ochi and H. Okada. Development of Outdoor Disaster
Mitigation Education Program for University Students. Research Journal of Disaster Education
2(1), 91-102, 2021.
2 S. Ishihara, K. Shimizu, J. Shimizu, S. Usui, H. Tanaka, T. Murakami, M. Yakehiro, Principal
Component Analysis of the IPE/IPW Questionnaire Japan Association for Interprofessional
Education Academic Conference 201596

S_005
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Research on promoting national resiliencethrough disaster mitigation education for university students
D. Okada, Y. Iyama, T. Sawaguchi, N. Kawamura, K. Yasufuku, M. Ohori, H. Okada
555-36 Kurosegakuendai Higashihiroshima, Hiroshima, 739-2695 Japand-okada@hirokoku-u.ac.jp

The project aims to promote national resilience in the intangible aspects by cultivating the ability
to contribute to regional disaster reduction at universities, where disaster reduction education isless prevalent, compared to elementary, junior high, and high schools. In order to nurture humanresources who proactively engage in disaster mitigation throughout their lives, university students
will be asked to discover issues on their own, investigate, discuss, present and summarize theresults of them. It is important to expand active learning in which students actively communicate
with people inside and outside the university. The followings are some of the specific curricularand pedagogical innovations and achievements we have made in recent years. 1. Hiroshima
International University has made disaster mitigation education a required curriculum for all
students in all faculties. We created tsunami simulations and evacuation simulations fromunderground malls in familiar areas and used them in class. In addition, the university has
conducted hypothesizing, using Gigapan high-resolution images, field observation1, and largescale disaster drills in the disaster-affected areas for those
who wish to participate. 2. In the first-year course"Regional development and crisis management"(compulsory; Fig.1), we aimed for a synergistic effectbetween the improvement of crisis management skills
through learning the basics of disaster phenomena,
psychology, and primary life-saving measures, andregional development skills from the perspective of the Fig.1 Disaster mitigation curriculum
SDGs during normal times. 3. In the "Interprofessional Education: IPE" (compulsory; Fig.1) fromthe 1st to 4th year, students from health, medical, and welfare departments were mixed together
in various scenarios, including disasters. They improved communication skills in IPE Ⅰ,
presentation skills in IPE Ⅱ, and various medical skills in IPE Ⅲ. They discussed and worked
together to solve various complex problems in a comprehensive manner in IPE Ⅳ2. 4. Students
who wished to do projects were given the opportunity to initiate (Fig.1) on their own. They
discussed issues both at the time of disaster and in ordinary time with the residents, therefore
students were motivated and acted as facilitators for cultivating elementary, junior high, andsenior high school students and residents as disaster mitigation leaders. 5. In addition to training
medical professionals such as nurses, licenced psychologists, paramedics, physical therapists, andnutritionists, the program has promoted the acquisition of qualifications such as Red Cross
Society First Aid Provider, disaster prevention specialists, and active participation in DMAT,
DPAT, DHEAT, and JRAT. As a result, both university students and residents have increased theirawareness and practical skills for disaster mitigation. The university also utilized SNS with a highlevel of disaster mitigation awareness at the time of the large-scale debris flow disaster,
miraculously resulting in zero casualties. University students provided various kinds of assistanceto the elderly in the affected areas and actively provided practical disaster mitigation education
to residents and children. This work was supported by JSPS KAKENHI Grant Numbers
JP20H01749, JP20K20850, JP22H01069.
Keywords: University student, Disaster mitigation education, Finding issues, Facilitator

95

IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022
References:
1 D. Okada, Y. Iyama, N. Kawamura, S. Ochi and H. Okada. Development of Outdoor Disaster
Mitigation Education Program for University Students. Research Journal of Disaster Education
2(1), 91-102, 2021.
2 S. Ishihara, K. Shimizu, J. Shimizu, S. Usui, H. Tanaka, T. Murakami, M. Yakehiro, Principal
Component Analysis of the IPE/IPW Questionnaire Japan Association for Interprofessional
Education Academic Conference 201596

S_006
IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Natural Disasters, Social-Natural Resources, and the Resilience ofLocal Communities: the Case of the Great East Japan Earthquake
T. Yagasaki

Graduate School of Regional Resource Management, University of Hyogo
tyagasaki@rrm.u-hyogo.ac.jp

The concept of “resilience” has come to stand in the limelight in many branches of disaster studies,reflecting increasing concerns about global climate change and serious natural disasters.
Resilience is discussed in ecology, psychology, anthropology, sociology, and geography, whichstudy natural disasters. In disaster studies, resilience is regarded as the character or ability of thesocial system formed in the process of interaction between natural environments and local
communities. Aldrich defines resilience as "the process of repopulation by survivors and new
residents along with the gradual resumption of normal daily routines for those occupants"[1]. The
concept of resilience assumes that natural disasters inevitably occur and social systems change
consequently. This differs from the way of thinking about disaster prevention and risk reduction,
whose purpose is to eliminate natural disasters. Resilience provides a framework for analyzing
disaster history as the relationship between local communities and natural disasters, and for
scrutinizing the process of reconstruction of local communities after devastating natural disasters.
Local communities are reconstructed after natural disasters by restoring or relocatingbuildings and infrastructure in which local history, culture, society, economy, social capital, anddisaster prevention awareness are combined to facilitate the resilience of local communities.
Accordingly, disaster studies need to consider not only natural hazards, but also the social andcultural characteristics of local communities. Rural communities, rather than urban communities,
are formed by taking advantage of local natural resources. Therefore, it is important to examine
the relationship between the natural environment and society at the scale of the local community.
This presentation aims to examine the resilience of local communities by examining thecase of Moune, Kesennuma City, Miyagi Prefecture, after the Great East Japan Earthquake, topromote natural disaster education. The resilience of local communities is effectively understoodby examining the process of four stages: the pre-disaster period, evacuation, recovery, andreconstruction [2].
Moune, a typical rural village located on the rias shoreline, had various industries owing to
the advantage of local natural resources, such as forestry for firewood, mining for gold, salt
making, coastal fisheries, and aquaculture, up to the mid-1940s. After World War II, Moune’s
industrial structure changed as aquaculture and deep-sea fisheries gained importance, while many
villagers came to be employed in service industries in the urban center of Kesennuma City.
Furthermore, as motorization proceeded, houses and other buildings often moved to the lowlands,
increasing the tsunami hazard risk before the Great East Japan Earthquake occurred in March,
2011.
The tsunami caused by the Great East Japan Earthquake devastated almost all the houses
and buildings in Moune. Within a month of the tsunami disaster, the residents agreed and decided
to begin a group relocation project, in which the social capital formed in the pre-disaster period
and communal living at the evacuation shelter played an important role. The residents selected
the hill overlooking Moune Gulf with low tsunami risk for their group relocation project. The
Moune Gulf is the heart of daily life activities and the local economy, and is a symbol of thecommunity. In promoting natural disaster education, it is important to focus on the social, cultural,and historical aspects of local communities and social resources, in addition to physical featuresand natural hazards.
Keywords: resilience, tsunami, Kesennuma City, the Great East Japan Earthquake, regional
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IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022
Reference[1] Aldrich D. P. (2012) Building Resilience: Social Capital in Post-Disaster Recovery. Universityof Chicago Press, Chicago. [2] Yagasaki T. (2017) The Resilience of Local Communities: The
Great East Japan Earthquake and a Relocation Project in the Moune District of Kesennuma City,
Miyagi Prefecture. Journal of Geography (Chigaku Zasshi), 126(5), 533-556.

98

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IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Natural Hazards and Education in East Asia: South Korea
Young Shin Park

Chosun University
parkys@chosun.ac.kr

We face more and more natural hazards due to climate change now. This is worse in Asia
regions which locate on the boundary of plate technics, ring of fire. When we talk about natural
hazards, most cases of earthquakes, Tsunami, landslide, and more are from Asia regions. When we
assume that those natural hazards can be severer than before, we need to stop ruin the Earth where
we live and we need to hand over the better environment for future generations. Therefore, it is our
responsibilities to make students and citizens to be informed of what those natural hazards are, why
those happen, how we can restore them, and how we prevent them in advance to reduce the loss ofpeople and economics. We are not free zone any more from earthquakes (we had over 5 magnitudein Gyeongju and Pohang in 2016) and we are starting to be very concerned about Tsunami since
Korean peninsula is surrounded by the ocean. Students learn about natural hazards from K to 12 andthe content of natural hazards cover the followings; climatological disaster like typhoon, flood, heavy
rain, drought, and heavy snow, and geophysical disaster like earthquake and volcanic activity.
Students learn why, when, where those disasters happen, and what kinds of advantages we can getfrom those natural hazards. However, those contents are covered in social studies or science subjects
and those contents deal with common knowledge which doesn’t make students feel belongings to thecommunity nor responsibilities to solve those disasters to reduce the loss of people and economics.
At the level of secondary schools, for equipping students with competencies of facing thenatural disaster issues, recognizing the problem, and solving the problem, I need to develop theintegrated science programs through which students learn scientific concepts related to natural
disasters. More than anything else, students learn how to prevent those natural disasters with the useof engineering and technology (which has been called STEAM program). For example, in the caseof landslide disasters, students learn retaining wall can reduce the loss from landslides. In the case of
Tsunami, students learn what water breaks works to reduce the loss. In the case of earthquake,students learn seismic design to reduce the loss. To use the wave, students become to know that wave
energy power plant can be built to generate the electricity as renewable energy to weakening theclimate change (Figure 1). More than beyond learning natural disasters by concepts, we need toprovide chances for students to apply those concepts in finding out the solution through engineeringbased experiments on the basis of scientific concepts. During this process students feel belongings to
the community and responsibilities to preserve the earth from natural and human-made disasters. I
could say that we need to provide students with chances where students build concepts throughscience experiments to understand natural hazards and build device through engineering-based
experiments to solve the problem.
At the level of higher education at universities, it is very essential for students to be exposed
to learn natural hazards. I can suggest different learning strategies where students at groups interact
each other to solve the problem. I teach natural disaster course to the sophomore students at myuniversity, and I asked them to use PBL (problem-based learning) approach to investigate frequent
and remarkable natural disasters in Korea. Students learn basic concepts of each natural disaster bylecture with the examples from well-known cases in Asia mostly with the following orders; (1)science helps to predict the coming natural disasters, (2) Systematic evaluation of natural disasterrisks can help to make appropriate decisions. (3) All-natural disasters are inter-related. (4) Humanbeing activities can turn light disasters into severe ones. (5) Disaster damage can be reduced. Students
learn concepts of 10 different natural disasters and they were assigned the project to work in a group
to apply the concepts from the lectures to the national ones, Korea case. I picked the most 5 paid99

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attention natural disasters and students need to complete their tasks with the following orders; (1)frequency and damage of the selected natural disasters in the last 5 years in Korea, (2) scientific reason
why that disaster happens in Korea, (3) additional disasters accompanied by the selected disaster, (4)the damage of the disaster had been restored? How fast? How? (5) the way of how to prevent thedisaster with the use of science and technology. (6) my personal opinion after this task.

Figure 1. Engineering-based experiment for the natural hazards learning
University students used PBL approach to complete the task for each disaster assigned during
the semester. The point for higher education is aiming for students to investigate the information to
be shared to recognize the issue, collect the information, analyze the information, carry out theexperiment if needed, interpret their results, and conclude to imply in natural disaster education.
Students showed their opinions that they really learned natural disasters through investigating Koreancases on the basis of their learned knowledge through the lectures. Students were motivated to solve
the problem when they shared the sympathy arisen from their own community cases.
From the examples of natural hazards education in secondary education and higher education
being carried out by my research team, I can conclude the following for natural hazard education.
Engineering-based experiment is pivotal for students to be equipped with competencies of applying
the concepts to find the solution. Students experience scientific thinking during scientific experiment
to understand its principles and they also experience computational thinking during engineeringbased experiment to find out the solution. Also, students must be trained to communicate andcollaborate each other to solve the problem to make decisions in selecting most efficient solutions
logically. Who can reduce the damage and loss of people and economics from natural disasters? They
must be ‘we’. Students from the early stage to higher education need to be trained to be equippedwith competencies for saving the earth from the disasters.
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IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Disaster Education in China- Taking Disaster Education in Geography Curriculum as an Example
Yushan Duan

East China Normal University
E-mail: ysduan@126.com

Introduction
China has traditionally attached importance to disaster education, which is implemented at
the primary, middle and high school levels. The national curriculum organizes disaster education
content according to the occurrence of natural disasters in China and students' cognitive
developmental characteristics. Textbooks convey systematic and universal disaster knowledge,
and provide realistic regional environment for students to observe, investigate, and predict
disaster problems by providing actual disaster cases and inquiry activities and presenting disastersituations with information technology. Primary and secondary schools widely carry out various
practical activities of disaster prevention and mitigation education, and focus on improving
students' disaster prevention, mitigation and relief capability.
Disaster education in the Chinese national curriculum
China has traditionally attached importance to disaster education, and disaster education has
been set up in primary, middle and high school levels.It is organized according to the occurrenceof natural disasters in China and students' cognitive development characteristics (see Table 1),
focusing on improving students' disaster prevention, mitigation and relief capability andestablishing a scientific view of disaster.
The Chinese elementary school science curriculum includes four areas: Material Science,
Life Science, Earth and Cosmic Science, Technology and Engineering. In the area of Earth andCosmic Science, students learn that "human survival requires defense against various disasters
and human activities affect the natural environment".
There are five themes in the Chinese junior high school geography curriculum:Earth's
Cosmic Environment,Earth's Movement, Earth's Surface, Recognizing the World, andRecognizing China. The disaster education in the national curriculum at this stage is set in"Recognizing China" of the geography curriculum.
The Chinese senior high school geography curriculum is divided into three types of courses:
compulsory curriculum, optional compulsory curriculum and optional curriculum. The
compulsory curriculum consists of two modules, namely Geography 1 and Geography 2. The
optional compulsory curriculum consists of three modules, namely Fundamental of PhysicalGeography, Regional Development, Resources-Environment and National Security.The optional
curriculum consists of nine modules, namely Fundamental of Astronomy, Marine Geography,
Natural Disaster and Prevention, Environmental Protection, Tourism Geography, Urban and
Rural Planning, Political Geography, Geographical Information Technology Application, andGeography Field Practice. Disaster education in the national curriculum at this stage is set in thecompulsory curriculum Geography 1 and the optional curriculum Natural Disaster andPrevention.

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Table 1 Content setting of disaster education in Chinese national curriculum
Stage
Elementary
SchoolScienceCurriculum
Junior HighSchoolGeography

Curriculum

CourseLocation

Earth andCosmicScience

Topic Five

Recognizing
China

Compulsory
Curriculum
Geography 1

SeniorHigh School
Geography

Curriculum

Optional
Curriculum
NaturalDisaster andPrevention

Content requirement
Grade 3~4: Understand the impact of typhoon, flood, drought and othermeteorological disasters on human beings.
Grade 5~6: Understand the impact of natural disasters such as earthquakeand volcanic eruption on human beings, and know the basic knowledge ofearthquake and disaster prevention.
Describe the major natural disaster and environmental problem in China
using maps and relevant information.
Make reasonable recommendation for the prevention of a natural disasteror environmental problem.
Acquire certain safety and protection skills for meteorological andgeological disaster.
1.11 Use information to explain the causes of common natural disaster andunderstand measures to avoid and prevent disaster.
1.12 Explore issues related to physical geography and understand theapplication of geographical information technology .
3.1 Describe the types of natural disasters and their impact on humanbeings.
3.2 Explain the causes and hazards of geological disasters such as
earthquake, mudslide and landslide.
3.3 Analyze the causes and hazards of typhoon, cold wave, drought, flood,storm surge, and other meteorological disasters.
3.4 Give examples of the hazards of biological disaster such as insect androdent infestation.
3.5 Give examples of the effects of human activities on natural disaster.
3.6 Describe the spatial distribution of the world's major natural disasters
and compare the geographical differences in the degree of damage causedby the same natural disaster using geographical information.
3.7 Describe the environmental characteristics of natural disaster-prone
areas in China with examples.
3.8 Describe the precursors and methods of forecasting the outbreak ofcertain natural disaster with examples.
3.9 List appropriate responses or emergency measures, using a natural
disaster such as earthquake.
3.10 Describe the use of geographical information technology in natural
disaster prediction, monitoring and assessment.

Disaster education in Chinese geography textbook
The content of disaster education in Chinese senior high school geography textbooks covers
meteorological disaster, marine disaster, geological disaster, and biological disaster. The topics
and educational objectives of disaster education are shown in Table 2.The textbook conveys
systematic and universal disaster knowledge and deepens students' disaster awareness by
explaining the causes, characteristics, hazards, and spatial distribution of meteorological, marine,and geological disasters. By providing actual disaster cases and inquiry activities (see Figure 1),
students develop the ability to acquire disaster information and argue disaster problems, stimulate
individual disaster awareness, and enhance their consciousness and action of disasterprevention.By presenting disaster situation with information technology (see Figure 2), such as
Virtual Reality Technology, Remote Sensing maps, schematic diagrams, and comparison maps,
textbook can visually represent natural disaster situation and human initiatives to cope withnatural disaster, providing a real environment for students to learn to observe, investigate, andpredict disaster problems, and form a disaster concept of harmonious coexistence between humanbeings and nature.

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TopicsTable 2 Content topics and objectives of disaster education in textbook

Meteorological
DisasterMarineDisaster

Geological
DisasterTypes

TyphoonFlood
Storm Surge
Algal bloom
Earthquake
Landslide
Mudslide

Educational Objectives(1) Holistic thinking: analyze the causes of a natural disaster; propose
measures for disaster prevention and mitigation.
(2) Regional cognition: use geographical information technology to analyze
and summarize the characteristics of the spatial and temporal distribution ofcommon natural disasters in China.
(3) Human-environment relationship: understand the hazards of natural
disaster to human survival and development; understand the man-madecauses of disaster objectively; view the relationship between the naturalenvironment and human activities dialectically, and establish a scientific viewof disaster.
(4) Geography praxis: Use geographical tools to obtain and process
information on natural disaster; investigate and probe the impact of natural
disaster on human production and life; use geographical information
technology to observe geographical phenomena and predict natural disaster.

Figure 1 Inquiry activities in the textbook

Figure 2 Remote Sensing map in the textbook

Practical activities in disaster education
In order to deeply implement the disaster education purpose, focus on improving thestudents’ ability to prevent natural disaster, minimize casualties and property damage caused bydisasters, and ensure the safety of teachers and students and campus stability, Chinese primaryand secondary schools widely carry out various forms of disaster prevention and mitigation
activities. For example, Beihai Second Middle School organized all teachers and students to carryout earthquake emergency evacuation drills, by simulating the arrival of the earthquake scenario
and field exercises. Schools guide students to understand the knowledge of survival in the eventof a flood,combing with flood safety work, flood prevention, flood emergency drills anddrowning safety first aid drills, etc.
Keywords: disaster education; Chinese national curriculum; geography textbook; practicalactivities in disaster education

103S_009IX GeoSciEd 2022 – the 9th International
Conference on Geoscience Education– Geoscience Education for Sustainability –Matsue – Shimane – Japan, August 2022

Overview of Disaster Prevention Education in Taiwan
C.Y Chang1,*; P. H. Cheng2* Corresponding author

No.162, Section 1, Heping E. Rd., Da-an District, National Taiwan Normal University, Taipei City
106, Taiwan (R.O.C.)
2
No.134, Section 2, Heping E. Rd., Da-an District, National Taipei University of Education, Taipei
City 106, Taiwan (R.O.C.)

1*corresponding author: changcy@ntnu.edu.tw

The World Bank’s “Natural Disaster Hotspots: Global Risk Analysis” shows Taiwan has
the highest natural disaster mortality risk in the world, with more than 90% of its land andpopulation exposed to three or more natural disasters [1]. Among the natural disasters,
earthquakes, typhoons, floods, landslides, and fires, are the most serious. In order to improvethe disaster prevention literacy of students and the public, the Ministry of Education of Taiwan
has included disaster prevention topics in the curriculum outline [2] to cultivate a positive
attitude towards disaster prevention and further strengthen the public’s ability to respond todisasters to improve society’s overall resilience and reduce the losses caused by disasters.
Since 2003, various official institutions in Taiwan have continued to promote a number ofdisaster prevention education programs and established a complete disaster prevention
education promotion and supporting mechanisms [3-7]. For example, educators have developed
a variety of localized disaster prevention teaching and teaching materials, established a seedteacher training mechanism for disaster prevention, cultivated the foundation of disasterprevention campus construction, and expanded publicity results. Educators also formulated aneffectiveness evaluation mechanism and confirmed changes in improving students’ disasterprevention literacy. Disaster prevention education has also initiated diverse and innovative
teaching methods, materials, and assessments from the bottom up. In the course, teachers use
the inquiry learning method to allow students to explore disaster problems, find the causes ofdisasters from the surroundings, and further explain feasible solutions. Teachers use technology
to assist learning, such as augmented reality, virtual reality, and digital games showing disastersituations, so that students can learn and implement contingency measures and examine theresults. In addition, through board games, students are immersed in playing an important disasterprevention organization and roles and cooperating in disaster prevention to protect life andproperty. Other outdoor activities include teachers taking students to disaster reserves that havebeen hit hard by disasters so that they can feel and understand the destructiveness of disasters
and then have a sense of facing disasters. The Ministry of Education regularly promotes
nationwide teacher training to develop the knowledge and ability of disaster prevention
educators [8,9].
In order to test the effectiveness of disaster prevention education, the Ministry of Education
issued the Disaster Prevention Literacy Test Manual for schools to assess students’ disasterprevention literacy [10]. The evaluation results show that both students and teachers havepositive disaster prevention values and concepts, but the attitude scores of undergraduate
students are lower than middle school students; the possible reason for the results is that theopportunity for everyone to notice disaster prevention courses is low and has been ignored [1113]. Since 2019, in conjunction with schools and communities, the Ministry of Education has
promoted “2.0 Disaster Prevention Education,”. With independent disaster prevention as thecore, this new disaster prevention education model aims to strengthen cross-ministerial
cooperation based on catastrophe scenarios. Through the realistic technology experience andadvanced disaster prevention technology, the public will be able to effectively improve disasterprevention awareness and disaster prevention knowledge, strengthen the school’s ability to adapt
and recover after a single natural disaster or a complex disaster, implement the construction of103

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localized disaster prevention campuses, and expand the formation of disaster prevention campus
networks.
Keywords: Taiwan education, Disaster prevention education, Situation-based teaching, ICTintegrated teaching, Disaster prevention literacy
References:[1]Dilley, M.; Chen, R.S.; Deichmann, U.; Lerner-Lam, A.L.; Arnold, M. (2005) Natural
Disaster Hotspots: A Global Risk Analysis; The World Bank: Washington, D.C.
[2]NAER (2019). The Instruction Manual of Issue-integrated Teaching; Taiwan National
Academy for Education Research: Taipei.
[3]Chang, C.-Y.; Chang, Y.-H.( 2010) Enhancing the capacities of natural hazard mitigation: astudy on a typhoon curriculum module in high school earth science. Natural hazards, 55, 423440.
[4]Gwee, Q.; Takeuchi, Y.; Jet-Chau, W.; Shaw, R. (2011) Disaster education system in Yunlincounty, Taiwan. Asian Journal of Environment and Disaster Management, 3, 189-204.
[5]Chung, S.-C.; Yen, C.-J. (2016) Disaster prevention literacy among school administrators andteachers: a study on the plan for disaster prevention and campus network deployment andexperiment in Taiwan. Journal of Life Sciences, 10.
[6]Cheng, P.H.; Yeh, T.K.; Chang, C.Y. (2020) Design and Promotion of Disaster-Prevention
Board Game to Meet Education Needs. Disaster Science, 53-80.
[7]Tsai, M.-H.; Wen, M.-C.; Chang, Y.-L.; Kang, S.-C. (2015) Game-based education for disasterprevention. AI & society, 30, 463-475.
[8]M.O.E. Disaster Risk Reduction Education. Available online: https://disaster.moe.edu.tw/[9]Hsu, M.Y.; Hsu, L.L.; Chang, N.Y. (2008) A executive planning and assessment ofprofessional teachers training on education of disaster preventions Chinese Journal ofEnvironmental Education, 51-69.
[10]M.O.E. (2009) Testing Manual of Disaster Prevention Literacy; Taiwan Ministry of
Education: Taipei.
[11]Lin, M.R.; Tseng, W.H. (2017) Establishment and Testing of Standardized Assessment Formsof the Earthquake Disaster Prevention Literacy of Students of Various Grades and Teachers in
Elementary and Junior High Schools. Journal of National Taichung University： Mathematics,
Science & Technology, 31, 1-38.
[12]Lin, M.R. (2012) Establishment and Testing of the Standardized Assessment Forms on the
Disaster Prevention Literacy of Campus Teachers and Students; Taipei.
[13]Yeh, S.C. (2010) The Effectiveness Evaluation of Disaster Prevention Literacy Testing of
Teachers and Students; Taipei.

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Executive Committee List
TANIGUCHI Hidetsugu 谷口英嗣
TANAKA Yoshihiro 田中義洋

Honorary advisor 名誉アドバイザー
KIMURA Gaku 木村 学
TAIRA Asahiko 平 朝彦
ITO Tanio 伊藤谷生
KITAZATO Hiroshi 北里 洋
HAMANO Yozo 浜野洋三
MAKINO Yasuhiko 牧野泰彦

Cultural and Social Committee文化・社会委員会
TUJIMOTO Akira 辻本 彰
MIYAKE Yuichi 三宅勇一
Fieldtrip Committee 巡検委員会
IRIZUKI Toshiaki 入月俊明
NOMURA Ritsuo 野村律夫
NOBE Kazuhiro 野辺一寛
OKADA Daiji 岡田大爾
OCHI Shuji 越智秀二
NAKANO Yoshifumi 仲野義文
FURUKAWA Hiroko 古川寛子

Chairperson 会長
HISADA Ken'ichiro 久田健一郎
General Coordinator 実行委員長
MATSUMOTO Ichiro 松本一郎
Scientific Committee 科学委員会
KAWAMURA Norihito 川村教一
WATARAI Megumi 渡来めぐみ
SAWAGUCHI Takashi 澤口 隆
MATSUBARA Noritaka 松原典孝
SANO Kyohei 佐野恭平

International Liaison & Financial
Planning Committee 国際および経理委

員会
TANAKA Reiko 田中玲子
KOCHI Tamaki 河内玉希
MINAGAWA Mayumi 皆川まゆみ
OMOTO Asako 大本麻子
FUJII Hiroyuki 藤井弘之

Advisory Committee アドバイザー
KUMANO Yoshisuke 熊野善介
FUJIOKA Tatsuya 藤岡達也
SAKAKIBARA Yasushi 榊原保志
OKAMOTO Yoshio 岡本義雄
NEMOTO Hiroo 根本泰雄
TAKIGAMI Yutaka 瀧上 豊
OTSUJI Hisashi 大辻 永
ISOZAKI Tetsuo 磯崎哲夫

Infrastructure Committee 会場委員会
KOMORI Jiro 小森次郎
JSESE Liaison Committee 日本地学教育学会連絡委員会
SAWAGUCHI Takashi 澤口 隆
KAMIKURI Shin'ichi 上栗伸一
ITO Takashi 伊藤 孝

Secretary Committee 庶務委員会
SAWAGUCHI Takashi 澤口 隆
TAKIGAMI Yutaka 瀧上 豊
OMOTO Asako 大本麻子

105