{"id":1306,"date":"2025-09-24T15:44:54","date_gmt":"2025-09-24T06:44:54","guid":{"rendered":"https:\/\/labo.rri.kyoto-u.ac.jp\/npro\/?page_id=1306"},"modified":"2025-09-26T11:32:22","modified_gmt":"2025-09-26T02:32:22","slug":"activities6","status":"publish","type":"page","link":"https:\/\/labo.rri.kyoto-u.ac.jp\/npro\/activities1\/activities6\/","title":{"rendered":"\u9ad8\u6821\u751f\u305f\u3061\u306e\u5e83\u304c\u308b\u6d3b\u52d5\u306f\u5c0f\u4e2d\u5b66\u6821\u3078\u3082\/High School Students Expand Activities to Elementary and Junior High Schoo\u217c"},"content":{"rendered":"\n

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An outreach activity in elementary school conducted by high school students (at Suita Municipal Suita Second Elementary School).<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Osaka Prefectural Senri High School (an SSH-designated school), which has newly joined the N Project<\/p>\n<\/div>\n<\/div>\n\n\n\n

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At present, with Osaka High School serving as the hub, the project has begun to expand its activities to Senri Senior High School, a designated Super Science High School (SSH). Its educational impact has also reached the Suita City Board of Education. Through numerous science events and classroom practices in collaboration with elementary schools, junior high schools, and local residents, the project has extended to the level of local government and, though still modest in scale, has unmistakably begun to move society.<\/p>\n\n\n\n

In recognition of these proactive efforts, the Suita City Board of Education provided high school students with the opportunity to present their work on official educational stages. On November 29, 2024, they conducted a 45-minute lesson at a public junior high school (Suita City Dairoku Junior High School), followed by another 45-minute lesson on December 19 at a public elementary school (Suita City Daini Elementary School). This was an exceptional arrangement. The audiences consisted of 187 first-year junior high school students and 176 elementary students from grades three to six. In addition to the pupils, junior high and elementary school teachers, PTA representatives, and members of the Board of Education also attended.<\/p>\n\n\n\n

When the outreach target was an elementary school setting, the theme was modified to the more familiar topic of \u201cweather.\u201d Importantly, however, the content did not come directly from textbooks, but rather from actual atmospheric observations conducted daily by participating researchers. It was precisely this delivery of firsthand insights from the research frontlines that conveyed passion to the pupils and fostered more engaged learning.<\/p>\n\n\n\n

Given the challenge that levels of knowledge acquisition vary significantly by grade, the high school presenters were instructed to tailor their lessons with three elements: (1) their personal motivation for actively participating in the project, (2) a simple two-choice quiz based on the weather-related knowledge they had acquired, and (3) an instruction manual for a learning kit (a homemade weather vane), all compiled individually into handmade sketchbooks. Since all groups presented simultaneously in the same venue with the same theme, these measures were intended both to avoid losing the audience\u2019s interest and to ensure that the individuality of each student presenter shone through. The hundreds of sketchbooks thus produced became not only vibrant, soul-filled educational resources but also materials whose value was recognized by the elementary and junior high school students themselves.<\/p>\n\n\n\n

After the presentations, the enthusiastic attention of the younger students, along with the praise that erupted from teachers, parents, and officials in attendance, gave the high school students a palpable sense of achievement. Without exception, they expressed a strong desire for \u201cmore time for dialogue.\u201d It goes without saying that the essence of the educational impact of this output-centered approach to fostering scientific literacy lies in enhancing young people\u2019s sense of self-worth.<\/p>\n\n\n\n

<\/p>\n\n\n\n

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