The purpose of this study is to examine the educational effectiveness of an inquiry-based learning program on biodiversity in a Japanese public elementary school. The program utilized the conceptual inquiry approach from the International Baccalaureate (IB) Primary Years Programme (PYP) and was implemented for 107 third-grade students (aged 8-9) in Ashiya City, Hyogo Prefecture. The local natural environment, along with collaboration from experts and environmental organizations, played a key role. The program included three inquiry steps (Lines), focusing on the central concepts of connection and change. In Line 1, students explored living organisms and the natural environment through research and expert lectures. In Line 2, they investigated the effects of ecosystems and human activities on the environment. In Line 3, students proposed actions for nature conservation through interactions with environmental groups and observing wildlife in the Ashiya River. The results showed many students enjoyed acquiring new knowledge and developed a greater interest in nature. In a questionnaire, about 80% reported making new discoveries during the Ashiya River exploration and recognized local conservation efforts. Additionally, 45% suggested actions like picking up trash or participating in environmental activities, demonstrating awareness of conservation and a willingness to act. These findings suggest that IB’s concept-based inquiry, combined with local resources and expert collaboration, effectively promotes independent learning and environmental awareness. Integrating cross-curricular learning into instruction, beyond the Period for Integrated Studies, can further deepen conceptual understanding. This study offers a potential model for environmental education aimed at fostering future leaders of a sustainable society.

Authors:
Rika Iwami, Graduate School of Hyogo University of Teacher Education, Japan
Chika Mori, Ashiya Municipal Miyagawa Elementary School & Graduate School of Hyogo University of Teacher Education, Japan

About the Presenter(s)
Dr Rika Iwami is a School Teacher/Instructor at Graduate School of Hyogo University of Teacher Education in Japan
Ms. Chika MORI is an elementary school teacher in Hyogo, Japan. She is also an M.Ed. student at the Graduate School of Hyogo University of Teacher Education. Her research interests include the integration of the IB PYP into public elementary schools.

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