Keywords:disaster education, legitimate peripheral participation, community of practice, seismoloy
In LPP theory, learning is formulated as “legitimate peripheral participation in community of practice”. LPP theory interprets learning as identity building. The theoretical assumptions associated with these models were tested through a case study, which is an attempt to gets elementary school children involved into a cutting-edge seismological research by placing a mini-size seismometer at a school. As a result of the learning, pupils in elementary schools got new identity, by taking a role in the practice that they had participated.