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】

地図太郎 Lite for Education 公式チャンネル

7 Apr 202307:32

Summary

TLDRThe 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.

Outlines

00:00

🗺️ Map Comparison and Layer Exploration

The paragraph discusses a three-step approach to working with maps. The first step involves comparing paper and digital maps using Urayasu City's past and present maps from the Meiji period to the Heisei period. The second step allows for the free examination of two preferred layers, which has been actively observed across various themes. The third step is the creation of inquiry posters, where the group's hypotheses are verified using various layers of data. Initially, students were surprised by the simplicity of comparing the terrain map with a traditional map, but as they progressed to layering their preferred themes, discussions became more animated. By the third step, students were independently deciding which data layers to use, indicating a shift towards a more stable and personalized tool for learning. The group explored the relationship between the American economy and immigration, finding that immigrants support various industries such as service, IT, and agriculture. They created original thematic maps by overlaying data like the production volume of corn to facilitate comparison with other countries. The ability to create and examine necessary data layers independently was seen as a significant advantage, fostering both individual and collaborative learning experiences. Using the tool also shifted the learning process from a passive to a proactive one, allowing students to use data more actively to verify their hypotheses.

05:00

📊 Enhancing Learning with GIS and Self-Assessment

The speaker expresses a desire to cultivate students who can continue learning independently, focusing on developing their self-regulation skills. To achieve this, rubrics are used in class to share with students the skills they are expected to acquire and to clarify areas for improvement. Students find the objectives of the class clear and are able to understand what they should do next. The use of rubrics also facilitates self-evaluation, which is practiced regularly. The speaker plans to engage students in creating original hazard maps by photographing dangerous locations near the school and loading their positional data. Another project involves using GIS and cross-curricular learning to explore sustainable urban development using layers of past and present maps, with a focus on the Great Kanto Earthquake. The speaker anticipates that students will have more opportunities to interact with ICT, including GIS, in their daily lives and hopes they will acquire the ability to read and analyze data effectively to enrich their future lives.

Mindmap

Keywords

💡Map Comparison

Map Comparison refers to the process of contrasting paper maps with digital maps to observe changes over time. In the video, the comparison of Urayasu City's past and present maps from the Heisei period is mentioned, which is crucial for understanding the evolution of geographical information systems and their impact on learning and research.

💡Layering

Layering is the technique of superimposing two or more map layers to analyze different aspects of geographical data simultaneously. The video discusses how layering allowed for a more active examination of various themes, showcasing its utility in exploring complex relationships between different geographical and thematic data.

💡Hypothesis Testing

Hypothesis Testing is a scientific method used to make and verify predictions based on data. The video highlights the use of map layers to test group hypotheses, which is a fundamental part of the inquiry-based learning process emphasized in the educational approach discussed.

💡Geographical Information System (GIS)

GIS is a system designed for capturing, storing, analyzing, and managing data related to positions on Earth. The video underscores the importance of GIS in creating original thematic maps and conducting hypothesis-driven research, which enhances the learning experience by making it more interactive and visually engaging.

💡Data Visualization

Data Visualization is the graphical representation of information and data. The video script mentions how the use of GIS tools allows for the visualization of previously ambiguous concepts, such as agricultural patterns or population densities, leading to a deeper understanding of the subject matter.

💡Immigrants and Economy

The relationship between immigrants and the economy is explored in the video, with a focus on how immigrants support various industries like services, IT, and agriculture in America. This is a key theme that demonstrates the application of GIS for understanding socio-economic phenomena.

💡Cross-Curricular Learning

Cross-Curricular Learning involves integrating knowledge and skills from different subjects to enrich understanding. The video mentions the use of GIS in a cross-curricular approach, combining geography with history to study topics like the Great Kanto Earthquake, which promotes a more holistic educational experience.

💡Disaster Prevention

Disaster Prevention is a field that focuses on measures to prepare for and mitigate the effects of disasters. The video suggests creating original hazard maps using GIS as a future project, which is an example of how GIS can be applied to practical, real-world issues and enhance community safety.

💡Sustainable City Planning

Sustainable City Planning involves designing cities to promote social, economic, and environmental sustainability. The video expresses an interest in using GIS tools to consider sustainable urban development, particularly in the context of historical events like the Great Kanto Earthquake.

💡ICT Integration

ICT Integration refers to the incorporation of Information and Communication Technology into everyday activities. The video anticipates an increase in the use of ICT, including GIS, in students' lives and emphasizes the importance of equipping them with the skills to interpret and analyze data effectively.

💡Rubrics

Rubrics are tools used in education to specify what the learner will be assessed on, including criteria and standards for performance. The video discusses the use of rubrics to clarify learning objectives and to guide self-assessment, which is vital for fostering self-regulation and continuous improvement in students.

Highlights

The project was divided into three stages: comparing paper and digital maps, exploring themes by overlaying two preferred layers, and creating inquiry posters using various layers.

A comparison of current and past maps of Urayasu City from the present to the Heisei period was conducted.

Students actively engaged in discussions by overlaying two favorite layers to explore various themes.

The creation of inquiry posters allowed the group to verify hypotheses using different layers.

Initially, students were surprised by the difference between paper and digital maps but became more comfortable as they progressed.

The use of digital maps allowed for a more proactive and subjective approach to data analysis compared to passive reading from textbooks.

Students investigated the relationship between the American economy and immigration, discovering immigrants' support in various industries like service, IT, and agriculture.

They created original thematic maps by overlaying data on corn production and population ratios to facilitate comparison with other countries.

The ability to create and examine necessary data layers independently was seen as a significant advantage.

The use of digital maps facilitated hypothesis testing and inquiry-based learning, enhancing visual and collaborative discussions.

The project allowed for both individualized and collaborative learning experiences.

Students found it beneficial to easily access information they were seeking and to compare various regions or countries' data.

The digital map tool helped visualize previously ambiguous concepts such as agriculture, precipitation distribution, and population density.

Students appreciated the ability to focus on specific themes or areas of interest without being limited by textbook content.

The use of digital maps for comparing climates and agricultural forms across vast regions like the USA or Russia was highlighted.

The operation of the digital map tool became more manageable with practice, and students found the operability to be quite good.

The teacher aims to foster students who can continue learning independently, using rubrics to clarify learning goals and areas for improvement.

Students reported that the course made objectives clear and helped them understand what they should do next.

Incorporating self-evaluation through rubrics helps students adjust their learning and become more self-reliant.

Future plans include creating original hazard maps by photographing dangerous areas near schools and using data to analyze sustainable urban development.

The teacher encourages students to develop the ability to read and analyze data appropriately, which will be increasingly relevant in their future lives.