Geography Reference
In-Depth Information
direct and indirect experiences. Given this, the author suggests that it is necessary to
apply learning outcomes and experiences acquired from direct fi eld research to
other learning content (e.g., the study of various regions). For instance, local fi eld
research is a useful method for students to discover geographic characteristics of a
region, which is considered a key goal of regional geography education. The basic
skill of identifying regional characteristics can be used to study regions of Japan and
the world. Thus, the learned skill of observing geographic characteristics through
fi eld research contributes to another performance outcome. It is hoped that fi eld
research will become a more important part of the regional geography curriculum
and general education in Japan and worldwide.
It is also possible to apply the skills and knowledge developed from fi eld research to
the study of systematic geography in senior high school. For example, in the 1970s,
students studying Geography A (fi rst year of high school) in Tama Senior High School
in Kanagawa Prefecture conducted fi eld research every Sunday for 7 weeks. Weekday
classes on outdoor fi eld research were also given. The content of these classes included:
Uenohara-shi (river terrace) and Kofu Basin (alluvial fan) in Yamanashi Prefecture
during the fi rst trimester (unit dedicated to the study of the natural environment);
Miura Peninsula (suburban agriculture and fi shery), Hadano Basin (inland industry)
and Yokohama Waterfront District (industry) in the second trimester (unit dedicated to
the study of agriculture and industry); central Tokyo (urban function); and the
Musashino Upland (location of settlements) in the third trimester (unit dedicated to the
study of city and rural settlement).
6
With so many topics covered, this is simply an
illustration that fi eld research is useful not only for regional geography but also for
systematic geography and the knowledge and experiences gained from fi eld research
can be associated with other learning content (Ike
2012
).
The study of field research tends to be based on a unit of learning (e.g.,
“The investigation of the local area” in junior high school or “Geographical prob-
lems in the living area and fi eld research” in senior high school), which fails to
provide suffi ciently in-depth investigation into a topic. The casual and occasional
implementation of fi eld research is insuffi cient for students to benefi t from its value.
Therefore, it is desirable that fi eld research be introduced at each stage of geo-
graphic learning as necessary.
7.4.2
Institutional Issues to Implement Field Research
in Education
It is important to improve not only the fi eld research content but also institutional
support to reinvigorate fi eld research. The main reason that fi eld research is less
often introduced is that many teachers are unsure how best to teach it, because they
6
Every fi rst-year student was obliged to participate in a 1-day fi eld research event at least once a
year. This excursion experience offered valuable information in the “Annual Report of Geography,”
which compiles fi ndings of outdoor fi eld research. See Ike (
2012
) for the contents of Tama Senior
High School's Geography A class, which used fi eld research.
