Japan Geoscience Union Meeting 2016

Presentation information


Symbol G (General (Education and Outreach)) » General (Education and Outreach)

[G-03] Geoscinece Outreach

Sun. May 22, 2016 1:45 PM - 3:15 PM 101A (1F)

Convener:*Takeyuki Ueki(Faculty of Risk and Crisis Management, Chiba Institute of Science), Naoko HASEGAWA(Ochanomizu University), Satoko Oki(Faculty of Environment and information Studies), Chair:Satoko Oki(Faculty of Environment and information Studies)

2:45 PM - 3:00 PM

[G03-17] Extension of school education for disaster prevention over households –a case study of Mashima Elementary School-

*Risa Yamazaki1, Takao Iinuma2, Satoko Oki1 (1.Faculty of Environment and Information Studies, Keio University, 2.Graduate School of Media and Governance, Keio University)

Keywords:disaster prevention, education, earthquake, the theory of “communities of practice” , household

After Great East Japan earthquake, the significance of education for disaster prevention is confirmed further and improvement of current education is highly required at every school. On the other hand, countermeasures against disaster at each household depend on the awareness of parents and so the level of preparedness resulted in large variation compared to that of schools. This represents a severe problem for protecting children’s lives because they spend more time at home than at a school. Therefore, education for disaster prevention at school should be designed to have effects over school kids’ parents.
We took an elementary school as a study field and started research activities in late July 2015 at Mashima Elementary School in Nagano City. The direct approach of our activity is limited to school kids but as is described above, we focused primarily on influencing their parents to take action at home to protect their children. One of the main activities we carried out was the lecture delivery to school kids in September. We also distributed newsletter every month so that we can encourage school kids, teachers and parents constantly.
Changes have been observed in school kids and teachers firstly, and then to parents and even to the community around the school. In the presentation, we would like to report our activities and the observed changes in consciousness and relationships between the stakeholders by applying the theory of “communities of practice” (Lave and Wenger, 1991, Sun et al., 2012). We may also clarify the turning point of their behavior modification through analyzing questionnaire and interview surveys.