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Use of high-frequency, high-definition topographic 3D data to develop geographic thinking of students
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  • Takuro Ogura,
  • Yuichi S. Hayakawa,
  • Hiroyuki Yamauchi,
  • Takashi Oguchi,
  • Yasuhiko Tamura,
  • Chiaki T. Oguchi,
  • Tatsuto Aoki,
  • Kiyomi Hayashi
Takuro Ogura
The University of Tokyo

Corresponding Author:[email protected]

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Yuichi S. Hayakawa
Hokkaido University
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Hiroyuki Yamauchi
The University of Tokyo
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Takashi Oguchi
The University of Tokyo
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Yasuhiko Tamura
The University of Tokyo
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Chiaki T. Oguchi
Saitama University
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Tatsuto Aoki
Kanazawa University
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Kiyomi Hayashi
Kanazawa University
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Abstract

Various teaching methods including classroom lectures, physical experiments, and field excursions are useful for students to learn and understand the basic concepts of geography and earth sciences. However, due to constraints in the current curriculum of geographic education in Japanese schools, physical experiments and field excursions are rarely conducted, and classroom lectures tend to focus on memorizing some technical terms. This environment is not ideal for teaching processes and mechanisms of geographic phenomena. High-frequency, high-definition topographic data obtained using a TLS (Terrestrial Laser Scanner) and SfM-MVS photogrammetry with a UAS (Unmanned Aerial System) have become popular in geoscience. Those surveying approaches allow us to directly monitor rapidly changing landforms, while we can also use the obtained data to visualize geographic phenomena by various methods and materials including 3D print models, 3D virtual models, pictures, videos, and virtual/mixed reality. Here we explore the use of high-frequency, high-definition topographic data for educating geographic thinking. We arranged and conducted experimental teaching classes for elementary school students. First, we showed two 3D print models of the same sea cliff for years 2015 and 2017 constructed form high-definition topographic data. When students touched the two models, they were able to feel topographic changes due to erosion and sedimentation effectively. Furthermore, after exploring the 3D print models, many students were able to imagine how the sea cliff would change in the future. Next, we showed two images of fluvial deposits along a river segment in the area where the students live for July 2017 and September 2017. Then, they were able to imagine the transportation force of river flow. They also understood that the river flows typically in quiet but becomes powerful at high flow to move more sediment, and it might cause a disaster. Such visualized and touchable learning materials derived from high-frequency, high-definition topographic data enable students to enhance their geographic imagination of landforms, which are familiar to them but unexpectedly changing, at appropriate spatial and time scales.