10:45 AM - 11:00 AM
[SVC31-07] Development of Educational Materials for Volcano Disaster Prevention at Mt. Fuji - Practical Class and Its Effect, Part 2 -
Keywords:Mt. Fuji, Eruption, Evacuation, Educational Materials, Simulated Experiments
The routes and timing of evacuation during a Mt. Fuji eruption depend on the crater’s location and volcanic phenomena, making scientifically informed decision-making crucial. This study developed experimental teaching materials focused on lava flow evacuation and assessed their educational effectiveness.
The lessons using these materials were conducted for 6th-grade students at Kodachi Elementary School and Katsuyama Elementary School in Fujikawaguchiko Town, as in the previous year. Additionally, the program was introduced to Oshino Elementary School in Oshino Village for the first time. At Kodachi E.S., homeroom teachers created detailed lesson plans and led the lectures, while multiple teachers conducted the experiments. At Katsuyama E.S., the science teacher handled both the lecture and experiment, with support from researchers at the Mt. Fuji Research Institute (MFRI). At Oshino E.S., an adapted version of the Fujikawaguchiko materials was used, with homeroom teachers conducting the lessons after receiving briefings from researchers. Since the lesson plans and instructional materials were already prepared, teachers were able to quickly grasp the content and take charge of the lectures.
A questionnaire among teachers in Fujikawaguchiko Town showed positive feedback on the educational effectiveness of the materials but highlighted concerns about the burden of preparing detailed lesson plans and integrating them into the existing curriculum. Teachers at Oshino E.S., who conducted the lessons for the first time, rated the materials as effective, particularly the experiment and simulation videos. They also found the lesson placement within the curriculum appropriate. Given the limited availability of local volcanic resources, the structured unit that combined learning about volcanic phenomena and disaster preparedness was highly valued. However, some teachers suggested improvements in eliciting students' thoughts and optimizing time allocation for experiments. Using pre-developed materials reduced the preparation burden, and the participation of MFRI researchers as team teachers contributed to more effective implementation.
As in the previous year, the educational effects on fostering independent disaster preparedness behavior were assessed before and after the lessons using a 15-question multiple-choice quiz. The questions were based on three perspectives from the Elementary School Curriculum Guidelines: basic knowledge of volcanic phenomena, the ability to predict crises and choose evacuation actions, and willingness to engage in disaster preparedness activities. Since this year’s lessons focused on lava flows, students showed improvement in related questions, while no significant change was observed in those about volcanic ash. In terms of disaster preparedness awareness, students’ motivation increased for questions related to Mt. Fuji eruptions, but no improvement was seen for general disaster preparedness questions.
As a result of the classroom practice, the lesson plan was refined from the perspective of homeroom teachers, making it easier to explain the material. The optimization of the teaching plan suggested that experiments could be conducted with a single teacher. Additionally, creating a detailed lesson plan facilitated the program’s expansion to new areas. While the learning effects of responding to a Mt. Fuji eruption were confirmed, further improvements are needed to enhance broader disaster preparedness awareness.
The lessons using these materials were conducted for 6th-grade students at Kodachi Elementary School and Katsuyama Elementary School in Fujikawaguchiko Town, as in the previous year. Additionally, the program was introduced to Oshino Elementary School in Oshino Village for the first time. At Kodachi E.S., homeroom teachers created detailed lesson plans and led the lectures, while multiple teachers conducted the experiments. At Katsuyama E.S., the science teacher handled both the lecture and experiment, with support from researchers at the Mt. Fuji Research Institute (MFRI). At Oshino E.S., an adapted version of the Fujikawaguchiko materials was used, with homeroom teachers conducting the lessons after receiving briefings from researchers. Since the lesson plans and instructional materials were already prepared, teachers were able to quickly grasp the content and take charge of the lectures.
A questionnaire among teachers in Fujikawaguchiko Town showed positive feedback on the educational effectiveness of the materials but highlighted concerns about the burden of preparing detailed lesson plans and integrating them into the existing curriculum. Teachers at Oshino E.S., who conducted the lessons for the first time, rated the materials as effective, particularly the experiment and simulation videos. They also found the lesson placement within the curriculum appropriate. Given the limited availability of local volcanic resources, the structured unit that combined learning about volcanic phenomena and disaster preparedness was highly valued. However, some teachers suggested improvements in eliciting students' thoughts and optimizing time allocation for experiments. Using pre-developed materials reduced the preparation burden, and the participation of MFRI researchers as team teachers contributed to more effective implementation.
As in the previous year, the educational effects on fostering independent disaster preparedness behavior were assessed before and after the lessons using a 15-question multiple-choice quiz. The questions were based on three perspectives from the Elementary School Curriculum Guidelines: basic knowledge of volcanic phenomena, the ability to predict crises and choose evacuation actions, and willingness to engage in disaster preparedness activities. Since this year’s lessons focused on lava flows, students showed improvement in related questions, while no significant change was observed in those about volcanic ash. In terms of disaster preparedness awareness, students’ motivation increased for questions related to Mt. Fuji eruptions, but no improvement was seen for general disaster preparedness questions.
As a result of the classroom practice, the lesson plan was refined from the perspective of homeroom teachers, making it easier to explain the material. The optimization of the teaching plan suggested that experiments could be conducted with a single teacher. Additionally, creating a detailed lesson plan facilitated the program’s expansion to new areas. While the learning effects of responding to a Mt. Fuji eruption were confirmed, further improvements are needed to enhance broader disaster preparedness awareness.