Please use this identifier to cite or link to this item: http://hdl.handle.net/2122/12891
Authors: Piangiamore, Giovanna Lucia* 
Musacchio, Gemma* 
Title: Participatory Approach to Natural Hazard Education for Hydrological Risk Reduction
Issue Date: 2-Jun-2017
Publisher: Springer
DOI: 10.1007/978-3-319-59469-9_50
URI: http://hdl.handle.net/2122/12891
Keywords: Natural hazard
Hydrogeological risk
Prevention
Participatory approach
Awareness raising
Resilience
Subject ClassificationHydrogeological Risk prevention
Abstract: Modern Society needs interactive public discussion to provide an effective way of focusing on hydrological hazards and their consequences. Embracing a holistic Earth system Science approach, we experiment since 2004 different stimulating educational/communicative model which emotionally involves the participants to raise awareness on the social dimension of the disaster hydrogeological risk reduction, pointing out that human behavior is the crucial factor in the degree of vulnerability and the likelihood of disasters taking place. The implementation of strategies for risk mitigation must include educational aspects, as well as economical and societal ones. Education is the bridge between knowledge and understanding and the key to raise risk perception. Children’s involvement might trigger a chain reaction that reinforce and spread the culture of risk. No matter how heavy was the rain that hit our land in the past and recent seasons, we still are not prepared. If on one hand we need to fight against worsening Global Warming that trigger extreme meteorological events, we should also work on sustainable land use and promote landscape preservation. Since science can work on improving knowledge of phenomena, technology can provide modern tool to reduce the impact of disasters, children and adults education is the flywheel to provide the change. We present here two cases selected among the wide range of educational activities that we have tested and to which more than 2,000 students and adults have participated within a period of 12 years. They include learn-by-playing, hands-on, emotional-learning activities, open questions seminars, learning paths, curiosity-driven approaches, special venues and science outreach.
Appears in Collections:Conference materials

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