子供たち自身で自分を評価？GISを使った高校地理の授業【地図太郎Lite】

Summary

The video script discusses a three-step educational approach using digital mapping tools to enhance learning experiences. Initially, students compared paper and digital maps focusing on the changes in Urayasu City from the present day to the Heisei period. The second step involved layering two preferred map layers to freely explore various themes, which led to active discussions. The final step was creating exploration posters, where hypotheses were tested using different map layers. The process started with a focus on mastering the tool, but eventually, it became a stable tool for the students. They investigated the relationship between the U.S. economy and immigration, discovering immigrants' support in sectors like service, IT, and agriculture. By overlaying data like corn production, they created original thematic maps, emphasizing the strength of creating one's own necessary data layers for hypothesis testing and fostering visual discussions. The use of digital mapping tools shifted the learning process from a passive to an active and subjective engagement with data, making it more accessible and understandable. The speaker highlights the benefits of using such tools for self-directed learning and envisions future applications in disaster prevention and historical studies, aiming to empower students with the ability to read and analyze data effectively.

Takeaways

• 🗺️ The comparison between paper and digital maps was conducted using Urayasu City's past and present maps from the target machine to the Heisei period.
• 📚 Students were encouraged to overlay two preferred layers and freely explore various themes, which led to active discussions.
• 🔍 The third stage involved creating exploration posters, where the group's hypotheses were validated using various layers of data.
• 📈 Initially, students were surprised by the quietness when comparing Urayasu City's topographic maps but later engaged in lively discussions.
• 🌟 The ability to create original thematic maps and to overlay necessary data layers for hypothesis testing was identified as a significant strength.
• 📊 The study on the relationship between the American economy and immigration revealed that immigrants support various industries such as service, IT, and agriculture.
• 🌽 The use of corn production data in the study was chosen for its comparability across different countries.
• 🤔 The process of visually overlaying data layers facilitated easy conversations and was considered beneficial for both individual and collaborative learning.
• 📊 The use of digital tools like 'Map Taro' has shifted the approach from passive data reading to an active, hypothesis-driven data usage.
• 🌍 The ability to overlay different types of information allowed students to gain insights into areas not covered in textbooks or on the internet.
• 👓 Focusing on specific themes or areas of interest was made possible, enabling a more targeted approach to information seeking.
• 🏫 The teacher aims to foster students' ability for self-learning and self-adjustment by using rubrics, which clarify objectives and areas for improvement.
• 📈 The use of rubrics also facilitates self-evaluation, contributing to students' ability to adjust their learning approach.
• 🏞️ Future plans include creating original hazard maps by photographing dangerous areas near schools and loading positional information as data.
• 🏙️ There's an intention to explore sustainable urban development using layers of past and present maps with the theme of the Great Kanto Earthquake.
• 🌟 The expectation is for students to become adept at reading and analyzing data, which will be increasingly relevant in their future lives.

Q & A

What were the three stages of the project discussed in the transcript?

The three stages were: 1) Comparing paper maps to digital maps using Urayasu City's past and present maps from the Heisei period, 2) Layering two preferred layers for free examination across various themes, and 3) Creating inquiry posters using various layers to verify the group's hypotheses.

How did the students initially react to using the digital map tool?

Initially, the students were quite surprised and quiet when they started using the digital map tool to compare Urayasu City's topographic maps.

What was the subject of the students' investigation using the map tool?

The students investigated the relationship between the American economy and immigration, discovering that immigrants support various sectors such as the service industry, IT, and agriculture.

What was unique about creating original theme maps with the students?

The ability to create original theme maps allowed the students to actively engage in hypothesis testing and inquiry learning, and it facilitated easy conversation when visually layering data.

How did using the map tool change the students' approach to data?

Using the map tool shifted the students from a passive, receptive stance within the context of textbooks to a proactive, subjective use of data to verify their hypotheses.

What benefits did the students find in using the digital map tool?

The students found it beneficial to easily access the information they were seeking, visualize ambiguous parts in their minds, and uncover information not found in textbooks or on the internet.

What was the challenge the students faced when they first started using the tool?

The initial challenge was getting accustomed to the operation of the tool, but with practice, they were able to use it proficiently.

How did the use of rubrics in the classroom help the students?

Rubrics were used to clarify what skills the students should aim to develop, making it easier for them to understand what they had accomplished and what they needed to improve.

What future plans were mentioned for integrating the map tool into the curriculum?

The plans included creating original hazard maps by photographing dangerous locations near the school and loading positional information as data, and considering sustainable urban development using layers of past and present maps with the theme of the Great Kanto Earthquake.

What is the teacher's hope for the students in terms of their learning journey?

The teacher hopes to foster students who can continue learning on their own and enhance their self-regulation skills, which will be beneficial throughout their lives.

How does the teacher envision the role of ICT in the students' future?

The teacher believes that as ICT, including GIS, becomes more integrated into daily life, it is important for students to develop the ability to read and analyze data effectively.

What was the students' feedback regarding the clarity of objectives in the lesson?

Students reported that the objectives of the lesson were clear, and they were able to understand what they should aim for and what they needed to do next.