9:15 AM - 9:30 AM
[G01-02] Development and Practice of Programming Materials for Volcano Disaster Prevention Education
★Invited Papers
Keywords:Programming Education, Volcano Observation Equipment, Disaster Prevention Education, STEAM Education, science education
On September 27, 2014, Mt. Ontake erupted at Eruption Alert Level 1 by the Japan Meteorological Agency, resulting in 57 victims, 6 missing, and 69 seriously injured. Prediction of eruptions is still difficult, and information on eruption warning levels is highly uncertain. Therefore, in order to reduce the damage from disasters, residents and climbers are required to have a correct understanding of the eruption warning level, which is an indicator of disaster prevention actions, and to read the information by themselves. For this purpose, it is also necessary to know about volcano observation systems that provide the basis for such information.
School education also plays an important role in acquiring this knowledge.
In school education, in addition to knowledge of natural phenomena related to volcanic eruptions, it is necessary to construct educational content related to volcanoes from a comprehensive perspective that integrates the humanities and sciences, such as understanding volcanic observation systems and reading numerical data obtained from volcanoes. In particular, the Courses of Study for Junior High Schools (announced in 2009), in the science section of the commentary, newly added the content of understanding volcanic phenomena that endanger human lives based on the eruption warning level and the status of volcanic activities.
Against this background, we developed and implemented a STEAM educational program for sixth-grade students on Izu Oshima Island, located in the northern part of the Izu Islands, with the aim of fostering the qualities and abilities to be developed through programming education related to understanding volcano observation equipment. The MESH block has three types of blocks: motion block, human-sensing block, and human-sensing block. The MESH blocks include motion blocks, human-sensing blocks, temperature/humidity blocks, button blocks, LED blocks, and others. The motion block can be thought of as a seismometer, and the temperature/humidity block as something similar to a thermal observation. As for the motion block, the system is close to thermal observation, but the motion block has a camera attached to it and can play a role similar to that of a perspective camera in that it can detect the popcorn that has been spewed out. In addition, we set class objectives based on the qualities and abilities to be fostered through programming education and examined their educational effects.
As a result, we found that programming education in volcanic disaster prevention education enables students to notice volcanic eruption phenomena and volcanic observation devices based on those phenomena, to think about programming to reduce damage from volcanic eruptions, and to understand how to reduce damage from volcanic eruptions by installing volcanic observation devices. The children were able to understand that we are trying to reduce the damage from volcanic eruptions by installing volcanic observation devices.
Specifically, in the process of comparing what MESH can do to detect tremors and temperature changes with the observation methods of volcano observation equipment, the children were able to link their knowledge of the characteristics of volcanic eruptions, such as volcanic earthquakes, rising plumes, and falling cinder cones, with volcano observation methods. In addition, they also understood that in the process of programming, they could derive situations in which they could think, judge, and express themselves by utilizing knowledge related to volcanic eruptions, such as the movement of magma underground, and by considering how to accurately convey information. These activities were repeated many times by the children by shaking the volcanic eruption model to reproduce volcanic earthquakes. In addition, it was also shown that the scene in which the students tried to think of ways to reduce damage from disasters was derived from the scene in which they studied the installation of MESH blocks with functions to receive information from volcano observation devices using MESH that detect vibrations and temperatures, such as LEDs and buttons.
School education also plays an important role in acquiring this knowledge.
In school education, in addition to knowledge of natural phenomena related to volcanic eruptions, it is necessary to construct educational content related to volcanoes from a comprehensive perspective that integrates the humanities and sciences, such as understanding volcanic observation systems and reading numerical data obtained from volcanoes. In particular, the Courses of Study for Junior High Schools (announced in 2009), in the science section of the commentary, newly added the content of understanding volcanic phenomena that endanger human lives based on the eruption warning level and the status of volcanic activities.
Against this background, we developed and implemented a STEAM educational program for sixth-grade students on Izu Oshima Island, located in the northern part of the Izu Islands, with the aim of fostering the qualities and abilities to be developed through programming education related to understanding volcano observation equipment. The MESH block has three types of blocks: motion block, human-sensing block, and human-sensing block. The MESH blocks include motion blocks, human-sensing blocks, temperature/humidity blocks, button blocks, LED blocks, and others. The motion block can be thought of as a seismometer, and the temperature/humidity block as something similar to a thermal observation. As for the motion block, the system is close to thermal observation, but the motion block has a camera attached to it and can play a role similar to that of a perspective camera in that it can detect the popcorn that has been spewed out. In addition, we set class objectives based on the qualities and abilities to be fostered through programming education and examined their educational effects.
As a result, we found that programming education in volcanic disaster prevention education enables students to notice volcanic eruption phenomena and volcanic observation devices based on those phenomena, to think about programming to reduce damage from volcanic eruptions, and to understand how to reduce damage from volcanic eruptions by installing volcanic observation devices. The children were able to understand that we are trying to reduce the damage from volcanic eruptions by installing volcanic observation devices.
Specifically, in the process of comparing what MESH can do to detect tremors and temperature changes with the observation methods of volcano observation equipment, the children were able to link their knowledge of the characteristics of volcanic eruptions, such as volcanic earthquakes, rising plumes, and falling cinder cones, with volcano observation methods. In addition, they also understood that in the process of programming, they could derive situations in which they could think, judge, and express themselves by utilizing knowledge related to volcanic eruptions, such as the movement of magma underground, and by considering how to accurately convey information. These activities were repeated many times by the children by shaking the volcanic eruption model to reproduce volcanic earthquakes. In addition, it was also shown that the scene in which the students tried to think of ways to reduce damage from disasters was derived from the scene in which they studied the installation of MESH blocks with functions to receive information from volcano observation devices using MESH that detect vibrations and temperatures, such as LEDs and buttons.