Earthquake Disaster Education Based on Legitimate Peripheral Participation Theory
Abstract
It is often suggested that disaster education should not be a one-way knowledge transfer from disaster experts to non-experts, but a bilateral interaction between the two sides. In this study, the authors propose a new framework for disaster education based on legitimate peripheral participation (LPP) theory, in which disaster experts and non-experts interact very closely to remove the barriers between the two sides. Specifically, the present study introduces a practical research methods for disaster education, which is an endeavor to involve elementary school children in cutting-edge seismological research by installing a miniature seismometer at their school.
As a result, schoolchildren formed a new identity in joint practice as semi-experts who mediate between experts and non-experts. Through this research, both the seismologists and the children realized what they had not shared, and this marked a starting point for further risk communication.- Publication:
-
AGU Fall Meeting Abstracts
- Pub Date:
- December 2019
- Bibcode:
- 2019AGUFMED32B..08I
- Keywords:
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- 0805 Elementary and secondary education;
- EDUCATION;
- 0810 Post-secondary education;
- EDUCATION;
- 0815 Informal education;
- EDUCATION;
- 0840 Evaluation and assessment;
- EDUCATION