How a Japanese Science Teacher Integrates Field Activities Into His Curriculum

Abstract

Global Science Literacy (GSL) as a curriculum construct, seeks to broaden students understanding of the nature of science. It is based on Earth Systems Education (ESE). Its basic thesis is that science is the process that we as humans use to understand the world we live in and its environment in space. Therefore, all science instruction should start with some aspect of the Earth systems (biosphere, solid earth, atmosphere and hydrosphere), and expand to the solar system, or the universe. As we live on Earth, the central and important subject for science teaching should be the Earth, particularly our familiar natural environments. Wherever possible we should start with fieldwork in familiar environments and expand our study from local natural environments to such wider areas as regional environments, national environments, global environments and last, the universe. GSL and ESE focus on the science knowledge that will enable the world’s citizens to understand the need for global efforts at environmentally sustainable economic and social development. Outdoor education and fieldwork provide an important basis for learning about the Earth systems. Therefore, the fieldwork program will be central to efforts to accomplish the goals of science education of the future.