Generating Questions for Inquiry-Based Learning of History in Elementary Schools by Using Stereoscopic 3D Images

Takashi SHIBATA; Kazunori SATO; Ryohei IKEJIRI

doi:10.1587/transele.E100.C.1012

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Generating Questions for Inquiry-Based Learning of History in Elementary Schools by Using Stereoscopic 3D Images

Takashi SHIBATA, Kazunori SATO, Ryohei IKEJIRI

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We conducted experimental classes in an elementary school to examine how the advantages of using stereoscopic 3D images could be applied in education. More specifically, we selected a unit of the Tumulus period in Japan for sixth-graders as the source of our 3D educational materials. This unit represents part of the coursework for the topic of Japanese history. The educational materials used in our study included stereoscopic 3D images for examining the stone chambers and Haniwa (i.e., terracotta clay figures) of the Tumulus period. The results of our experimental class showed that 3D educational materials helped students focus on specific parts in images such as attached objects of the Haniwa and also understand 3D spaces and concavo-convex shapes. The experimental class revealed that 3D educational materials also helped students come up with novel questions regarding attached objects of the Haniwa, and Haniwa's spatial balance and spatial alignment. The results suggest that the educational use of stereoscopic 3D images is worthwhile in that they lead to question and hypothesis generation and an inquiry-based learning approach to history.

Publication: IEICE TRANSACTIONS on Electronics Vol.E100-C No.11 pp.1012-1020

Publication Date: 2017/11/01

Publicized

Online ISSN: 1745-1353

DOI: 10.1587/transele.E100.C.1012

Type of Manuscript: Special Section INVITED PAPER (Special Section on Electronic Displays)

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Authors

Takashi SHIBATA
  Tokyo University of Social Welfare
Kazunori SATO
  Tokoha University,Tohoku University
Ryohei IKEJIRI
  The University of Tokyo

Keyword

stereoscopic images, education, school, 3D display, historical learning

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Takashi SHIBATA, Kazunori SATO, Ryohei IKEJIRI, "Generating Questions for Inquiry-Based Learning of History in Elementary Schools by Using Stereoscopic 3D Images" in IEICE TRANSACTIONS on Electronics, vol. E100-C, no. 11, pp. 1012-1020, November 2017, doi: 10.1587/transele.E100.C.1012.
Abstract: We conducted experimental classes in an elementary school to examine how the advantages of using stereoscopic 3D images could be applied in education. More specifically, we selected a unit of the Tumulus period in Japan for sixth-graders as the source of our 3D educational materials. This unit represents part of the coursework for the topic of Japanese history. The educational materials used in our study included stereoscopic 3D images for examining the stone chambers and Haniwa (i.e., terracotta clay figures) of the Tumulus period. The results of our experimental class showed that 3D educational materials helped students focus on specific parts in images such as attached objects of the Haniwa and also understand 3D spaces and concavo-convex shapes. The experimental class revealed that 3D educational materials also helped students come up with novel questions regarding attached objects of the Haniwa, and Haniwa's spatial balance and spatial alignment. The results suggest that the educational use of stereoscopic 3D images is worthwhile in that they lead to question and hypothesis generation and an inquiry-based learning approach to history.
URL: https://globals.ieice.org/en_transactions/electronics/10.1587/transele.E100.C.1012/_p

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@ARTICLE{e100-c_11_1012,
author={Takashi SHIBATA, Kazunori SATO, Ryohei IKEJIRI, },
journal={IEICE TRANSACTIONS on Electronics},
title={Generating Questions for Inquiry-Based Learning of History in Elementary Schools by Using Stereoscopic 3D Images},
year={2017},
volume={E100-C},
number={11},
pages={1012-1020},
abstract={We conducted experimental classes in an elementary school to examine how the advantages of using stereoscopic 3D images could be applied in education. More specifically, we selected a unit of the Tumulus period in Japan for sixth-graders as the source of our 3D educational materials. This unit represents part of the coursework for the topic of Japanese history. The educational materials used in our study included stereoscopic 3D images for examining the stone chambers and Haniwa (i.e., terracotta clay figures) of the Tumulus period. The results of our experimental class showed that 3D educational materials helped students focus on specific parts in images such as attached objects of the Haniwa and also understand 3D spaces and concavo-convex shapes. The experimental class revealed that 3D educational materials also helped students come up with novel questions regarding attached objects of the Haniwa, and Haniwa's spatial balance and spatial alignment. The results suggest that the educational use of stereoscopic 3D images is worthwhile in that they lead to question and hypothesis generation and an inquiry-based learning approach to history.},
keywords={},
doi={10.1587/transele.E100.C.1012},
ISSN={1745-1353},
month={November},}

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TY - JOUR
TI - Generating Questions for Inquiry-Based Learning of History in Elementary Schools by Using Stereoscopic 3D Images
T2 - IEICE TRANSACTIONS on Electronics
SP - 1012
EP - 1020
AU - Takashi SHIBATA
AU - Kazunori SATO
AU - Ryohei IKEJIRI
PY - 2017
DO - 10.1587/transele.E100.C.1012
JO - IEICE TRANSACTIONS on Electronics
SN - 1745-1353
VL - E100-C
IS - 11
JA - IEICE TRANSACTIONS on Electronics
Y1 - November 2017
AB - We conducted experimental classes in an elementary school to examine how the advantages of using stereoscopic 3D images could be applied in education. More specifically, we selected a unit of the Tumulus period in Japan for sixth-graders as the source of our 3D educational materials. This unit represents part of the coursework for the topic of Japanese history. The educational materials used in our study included stereoscopic 3D images for examining the stone chambers and Haniwa (i.e., terracotta clay figures) of the Tumulus period. The results of our experimental class showed that 3D educational materials helped students focus on specific parts in images such as attached objects of the Haniwa and also understand 3D spaces and concavo-convex shapes. The experimental class revealed that 3D educational materials also helped students come up with novel questions regarding attached objects of the Haniwa, and Haniwa's spatial balance and spatial alignment. The results suggest that the educational use of stereoscopic 3D images is worthwhile in that they lead to question and hypothesis generation and an inquiry-based learning approach to history.
ER -