Geography Reference
In-Depth Information
Classes, not limited to geography, emphasize the incorporation of surveys and
observation, study trips, and experience. However, according to the survey results
3
of Research on Specifi c Issues (Social Studies), only 20.8 % of schools confi rmed
that fi eld work and questionnaire surveys were included in the topic 'survey of the
local area' (National Institute for Educational Policy Research - Curriculum
Research Center
2008
). The reasons that local area surveys are not carried out very
much, as seen from the standpoint of the schools, is that teachers are overburdened
with work in addition to their instructional duties. Moreover, in the high school
admissions exams, it is diffi cult in reality to pose questions related to the 'survey of
the local area,' so questions related to geography are usually limited to those testing
the ability to read topographic maps.
4
Because of this testing format, many teachers
focus on teaching map reading in the classroom, another reason that local area sur-
veys are not often carried out.
As a way of promoting the 'survey of the local area,' Matsuoka (
2010
) leads a
program called 'One-Point Geographical Excursions.' It is a geography education
excursion focusing on select phenomena in the vicinity of the school, equivalent to
a one credit hour. Through this implementation, the exercise leads to an increase of
students' observation skills and fosters their interest to be aware of local phenom-
ena. The goal is that students will independently explore similar phenomena outside
of school.
From the perspective of strengthening language-related activities, Harigaya et al.
(
2008
) conducted a survey of the local area using maps and in the process devised
activities where students could collect and communicate their fi ndings from the
exercise. In this case, when presenting the results of the survey, they create a 'guide
map to introduce the area' where students make an outline map, with catch phrases
that are explained, of the administrative divisions at the scale of city, town, and vil-
lage. In order to make active use of geographical and communication skills, a series
of presentations titled 'Rediscovery of the local area through presentations' provide
a summary of the fi eld survey.
The Saitama Prefecture Social Studies Education Research Association (
2009
)
have proposed putting into practice activities that incorporate social participa-
tion. One example asks students to imagine their local community 30 years in the
future and what they want it to be. Students present the results of their imagined
local area survey, based on projections of the issues, illustrated on a map.
Through this project, students learn to take notice of the positive features and
issues of the local area, and it is an attempt to heighten their awareness through
participation in the society. As an example to bring about awareness of societal
participation, the annual teaching plan of the Tokyo Metropolitan Junior High
School Social Studies Education Research Association (
2011
) are trying to
3
Made public in June, 2010; survey conducted on January 24, 2009; 9,394 third-year junior high
school students at 301 schools participated.
4
According to the
Analysis of National High School Entrance Exam Questions for 2013 Exam
Takers—Social Studies
, published by Obunsha Press, 27 out of 47 prefectures had questions related
to topographic maps on the 2012 high school entrance exams.
