11:30 AM - 11:45 AM
[G02-04] Brainstorming classes on "future disaster prevention tools" to increase disaster prevention awareness and creativity
Keywords:Disaster prevention education, Disaster prevention future tools, Elementary school, Junior high school
For the purpose of enlightenment of disaster prevention and creativity, we conducted brainstorming classes on "future disaster prevention tools" at elementary and junior high schools. To effectively promote disaster prevention education, it is important to get children to think about disaster prevention proactively and to increase their imagination about disasters. Therefore, educational materials incorporating game elements have been widely used. In this project, as a new attempt to raise children's interest in disaster prevention, we conducted classes that incorporated brainstorming to freely think about "disaster prevention tools for the future in 30 years." In January and February 2023, these classes were held for one class of first grade junior high school students in Shiogama City (approximately 30 students), 5 classes of 5th grade elementary school students in Hiratsuka City (approximately 170 students) and 4 classes of 6th grade elementary school students in Hiratsuka City (approximately 120 students).
The class consisted of two steps. The first step was brainstorming by all classes, and the second step was sharing and voting on ideas by each class. In the first step, as an introduction, we explained that the theme of the brainstorming was "Disaster prevention tools for the future in 30 years." We also conveyed the message that many existing technologies were triggered by science fiction works, that free ideas will be the seeds of future technologies, and that it is okay to take inspiration from manga and anime. After that, we introduced examples of ideas for each scene, such as "during evacuation," "during rescue," and "after evacuation." In addition, examples of how to generate ideas based on Osborn's checklist were introduced, and the following rules were announced: "Don't criticize ideas", "Extraordinary ideas are welcome", and "Expand your ideas by combining them with other people's ideas". After that, the students formed groups of three and brainstormed ideas. Four 5- to 8-minute sessions were conducted with alternating groups.
In the second step, after each student entered their ideas into a web system, they voted "Like" to determine the top idea. After that, all classes were connected via a web conference system, and the students presented the top idea of each class. At the end, the students shared their impressions of the class within each class, and the following opinions were expressed: "I thought that It is important to think about future disaster prevention.", "It was interesting to hear various ideas from other people." In addition, the following positive comments were obtained from school teachers: "Regular classes have answers, but this class was different. It was good that the students who were not always active were active.", "I'm glad the student were interested and focused."
The students were generally very positive, and there were almost no occasions when the implementer had to step in and guide them to come up with ideas. And the class proceeded in a cheerful atmosphere from beginning to end. In some cases, children's interest in disaster prevention classes may not be obtained. However, in this class, by setting the theme of "Future Tools", the children's interest was gained and their proactive participation was encouraged. In addition, the process of thinking about what kind of future tools would be effective in the event of a disaster became an opportunity to imagine and think about what would be necessary in the event of a disaster. This can be expected to have the effect of fostering the ability to imagine disasters. At the same time, the experience of coming up with ideas for things that do not exist in today's world has become an effective opportunity to cultivate creativity.
The class consisted of two steps. The first step was brainstorming by all classes, and the second step was sharing and voting on ideas by each class. In the first step, as an introduction, we explained that the theme of the brainstorming was "Disaster prevention tools for the future in 30 years." We also conveyed the message that many existing technologies were triggered by science fiction works, that free ideas will be the seeds of future technologies, and that it is okay to take inspiration from manga and anime. After that, we introduced examples of ideas for each scene, such as "during evacuation," "during rescue," and "after evacuation." In addition, examples of how to generate ideas based on Osborn's checklist were introduced, and the following rules were announced: "Don't criticize ideas", "Extraordinary ideas are welcome", and "Expand your ideas by combining them with other people's ideas". After that, the students formed groups of three and brainstormed ideas. Four 5- to 8-minute sessions were conducted with alternating groups.
In the second step, after each student entered their ideas into a web system, they voted "Like" to determine the top idea. After that, all classes were connected via a web conference system, and the students presented the top idea of each class. At the end, the students shared their impressions of the class within each class, and the following opinions were expressed: "I thought that It is important to think about future disaster prevention.", "It was interesting to hear various ideas from other people." In addition, the following positive comments were obtained from school teachers: "Regular classes have answers, but this class was different. It was good that the students who were not always active were active.", "I'm glad the student were interested and focused."
The students were generally very positive, and there were almost no occasions when the implementer had to step in and guide them to come up with ideas. And the class proceeded in a cheerful atmosphere from beginning to end. In some cases, children's interest in disaster prevention classes may not be obtained. However, in this class, by setting the theme of "Future Tools", the children's interest was gained and their proactive participation was encouraged. In addition, the process of thinking about what kind of future tools would be effective in the event of a disaster became an opportunity to imagine and think about what would be necessary in the event of a disaster. This can be expected to have the effect of fostering the ability to imagine disasters. At the same time, the experience of coming up with ideas for things that do not exist in today's world has become an effective opportunity to cultivate creativity.