10:45 AM - 12:15 PM
[HDS07-P08] Efforts to Improve District Disaster Preparedness through Disaster Prevention Games Created by Junior High School Students
Keywords:disaster prevention education, Regional Disaster Prevention, Improved understanding of the region among city dwellers
Disaster prevention literacy has become a major goal of disaster prevention education. However, disaster education is not limited to the traditional goal of protecting oneself; it is required to consider that disasters occur when natural phenomena meet society. It is a step-by-step process according to developmental stages and has a wide range of content. Often, students are asked to understand hazard maps and create their own timelines, but when natural disasters are not anticipated, a geographical understanding of natural phenomena, social structures, and the area in question is required. However, the method for doing so has not been established and remains in a state of exploration.
On the other hand, the challenges facing the region are also serious. Traditionally, people were strongly connected to their local communities and resilient to disasters. However, today's communities are diverse, and many people move to unfamiliar areas. Especially in residential areas near cities, literacy for disaster preparedness has become vulnerable.
Therefore, this presentation is based on the creation of a game based on Sugoroku, which is linked to the "independent and interactive deep learning" required in junior high school education, as well as to the content of science and social studies, while understanding local communities, the local natural environment, disasters, disaster prevention, and disaster mitigation. Next, we attempted to convey the understanding of the local community from children to their parents by holding a game tournament at a local community center.
The area was located in the Toyama district of Naka-ku, Okayama City. The area is located about 20 minutes by bus from downtown Okayama, with the Hyakuman River, a drainage channel of the Asahikawa River, a first-class river, to the east, Misao Mountain, a granite hill, to the north, and reclaimed land to the south. In the first semester, third-year students learned about disasters in a pre-curricular activity in conjunction with their extracurricular activities, and created a disaster prevention sugoroku game in which they solved problems related to disaster prevention, and the whole grade played the sugoroku game to share knowledge about disasters. Next, in an extracurricular activity, they visited a museum of active fault lines on Awaji Island, learned about disasters, and thought about brushing up the Sugoroku they had made.
Then, in the second semester, the second-year student council students took over the project and together with university students, they thought about disasters. In doing so, they were made to understand the importance of viewing disasters on a time axis from pre-disaster to post-disaster, and of understanding geographical space according to the characteristics of the region.
The objectives of the game were to consolidate knowledge about disasters, to understand the geospatial characteristics of the region at risk, and to envision possible social phenomena, and we considered how to make it possible to learn as much as possible through the game.
As a result, we developed the Sugoroku game as shown in the figure. The map is on a scale that allows the player to check each house one by one. Upon arriving at a space where an earthquake or flood disaster was to occur, the students grasped the disaster area by overlaying hazard maps printed on transparent film, which were published by Okayama City, such as tsunami, landslide, flood, swaying susceptibility, liquefaction, and so on.
The result was a disaster prevention education that was highly satisfactory to people from all walks of life: junior high school teachers and students, university students, local residents, and community center staff. In the future, it will be necessary to think about communicating this information more widely.
On the other hand, the challenges facing the region are also serious. Traditionally, people were strongly connected to their local communities and resilient to disasters. However, today's communities are diverse, and many people move to unfamiliar areas. Especially in residential areas near cities, literacy for disaster preparedness has become vulnerable.
Therefore, this presentation is based on the creation of a game based on Sugoroku, which is linked to the "independent and interactive deep learning" required in junior high school education, as well as to the content of science and social studies, while understanding local communities, the local natural environment, disasters, disaster prevention, and disaster mitigation. Next, we attempted to convey the understanding of the local community from children to their parents by holding a game tournament at a local community center.
The area was located in the Toyama district of Naka-ku, Okayama City. The area is located about 20 minutes by bus from downtown Okayama, with the Hyakuman River, a drainage channel of the Asahikawa River, a first-class river, to the east, Misao Mountain, a granite hill, to the north, and reclaimed land to the south. In the first semester, third-year students learned about disasters in a pre-curricular activity in conjunction with their extracurricular activities, and created a disaster prevention sugoroku game in which they solved problems related to disaster prevention, and the whole grade played the sugoroku game to share knowledge about disasters. Next, in an extracurricular activity, they visited a museum of active fault lines on Awaji Island, learned about disasters, and thought about brushing up the Sugoroku they had made.
Then, in the second semester, the second-year student council students took over the project and together with university students, they thought about disasters. In doing so, they were made to understand the importance of viewing disasters on a time axis from pre-disaster to post-disaster, and of understanding geographical space according to the characteristics of the region.
The objectives of the game were to consolidate knowledge about disasters, to understand the geospatial characteristics of the region at risk, and to envision possible social phenomena, and we considered how to make it possible to learn as much as possible through the game.
As a result, we developed the Sugoroku game as shown in the figure. The map is on a scale that allows the player to check each house one by one. Upon arriving at a space where an earthquake or flood disaster was to occur, the students grasped the disaster area by overlaying hazard maps printed on transparent film, which were published by Okayama City, such as tsunami, landslide, flood, swaying susceptibility, liquefaction, and so on.
The result was a disaster prevention education that was highly satisfactory to people from all walks of life: junior high school teachers and students, university students, local residents, and community center staff. In the future, it will be necessary to think about communicating this information more widely.