9:00 AM - 10:30 AM
[G02-P03] Reconstruction of Learning Perspective Based on Constructivist Approach through Sharing Scientific Knowledge
-Practices of Earthquake and Flood Disaster Education in Kawagoe City-
Keywords:Earthquake, Flood, Disaster Education, Science Communication, Legitimate Peripheral Participation
The purpose of this study is to reveal how cognition of disasters, which should be a prerequisite for disaster education aimed at protecting lives from disasters, is constructed with scientific knowledge, based on a case study of disaster education implemented at schools in Kawagoe City, Saitama Prefecture.
Theoretically, the authors have formulated a perspective of the learning process that generates and discovers meaning in a social context through the interpretation of roles that are acquired in the course of participatory learning. This theoretical assumptions account for the relationship between the following two types of practices: an earthquake disaster drill to simulate what could happen at school in the event of a huge earthquake, and a science class on earthquakes and floods to learn a necessity of disasters to occur by turning scientific knowledge of earth dynamics into narratives.
The results of the study suggest that in the process of cooperatively constructing the meaning of disasters, it is important to comprehend the meaning of natural disaster phenomenon and the natural(social) environment in which the students live in, through having trust toward universality of the scientific knowledge apart from its pragmatic efficacy.
Theoretically, the authors have formulated a perspective of the learning process that generates and discovers meaning in a social context through the interpretation of roles that are acquired in the course of participatory learning. This theoretical assumptions account for the relationship between the following two types of practices: an earthquake disaster drill to simulate what could happen at school in the event of a huge earthquake, and a science class on earthquakes and floods to learn a necessity of disasters to occur by turning scientific knowledge of earth dynamics into narratives.
The results of the study suggest that in the process of cooperatively constructing the meaning of disasters, it is important to comprehend the meaning of natural disaster phenomenon and the natural(social) environment in which the students live in, through having trust toward universality of the scientific knowledge apart from its pragmatic efficacy.