2023 Volume 46 Issue 1 Pages 51-63
This study focused on the strategies and evaluation of the context-based approach, and developed the unit based on the context-based approach of disaster education at upper secondary school, and conducted trial lessons to develop attitudes toward disaster preparedness and understand the necessity of knowledge about science. As a result of the literature study revealed that the context-based approach is characterized by a “need-to-know” concept that defines the context of learning and incorporates relevant scientific knowledge as needed, a spiral content of a learning unit, and a drip-feed approach that repeatedly utilizes the same scientific concepts in other contexts. Based on the results of the aforementioned survey, we developed a new learning program that focused on a context-based approach for upper secondary schools. This unit included a storyline about natural disasters and consisted of seven units with different contexts, such as performing experiments as seismologists and providing geological and historical explanations to visitors of an area. Each unit included one to two lessons. We implemented one unit to include civic roleplaying. Then, we analyzed questionnaire responses from 110 students. The topic of this practice lesson was “positive and negative aspects of installing new weirs.” The one-hour class concerned whether weirs, which have been installed in the river for many years, should be modernized. Students were divided into groups, namely Residents A-C and Scientists, who read the materials prepared by the teacher to understand the various advantages and disadvantages of their respective areas of residence. Students in each group organized the points and decided whether they should accept the latest weir renovation. The analysis of the questionnaires before and after the lesson revealed changes in the attitude toward disaster preparedness and the recognition of the necessity of knowledge about science. The results showed that a mature attitude toward disaster preparedness would occur with the change and expansion of the connection between the words “investigate,” “know,” and “discuss.” It was inferred that reconstructing the network of these words would contribute to developing attitudes. Furthermore, by roleplaying as residents and scientists, students learned the necessity of getting scientifically correct information, knowing the history of their location and participating in local society-making. It was inferred that the recognition of the necessity of knowledge about science is improved by discussing with other students from different standpoints based on scientific views and ideas.
