190Essay on Fieldwork Instruction in Geography EducationIn Japan, the implementation rate of fieldwork in elementary school social studies is relatively high, but the rate of fieldwork in junior high and high school geography education is low. The low rate of fieldwork implementation is often attributed to there not being enough time for the implementation and preparation of fieldwork, as well as the cumbersome procedures required for taking students outside of the school. While it is important to improve the implementation environment for fieldwork, the authors consider that the fundamental reason why fieldwork is not implemented is that the significance and methods of fieldwork are not sufficiently shared among teachers. Therefore, the authors conducted three types of fieldwork for high school students (guided-type, task based-type, and inquiry-type fieldwork) and examined the knowledge and skills required for teaching fieldwork through these activities. As a result, they found that the geographical competencies commonly required for all three types of fieldwork can be developed in university classes for prospective teachers through the planning and practice of fieldwork plans, and that the general competencies, for which teaching experience is highly important, can be developed through the practical training at the teachers’ organization. In addition to these practical training on fieldwork, it is very important that a variety of information on teaching fieldwork is shared among teachers via the Internet.Shunsuke IKE, Ryoji SAITO, Ryuta YAMAMOTO, Hiroyuki YOSHIDA
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