Options
Participatory Approach to Natural Hazard Education for Hydrological Risk Reduction
Type
Conference paper
Language
English
Obiettivo Specifico
2TM. Divulgazione Scientifica
Editor(s)
Status
Published
Conference Name
Issued date
June 2, 2017
Conference Location
Ljubljana (Slovenia)
Sponsors
Sendai Partnerships 2015-2025
Publisher
Springer
Subjects
Hydrogeological 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.
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.
References
Bernhardsdóttir AE, Thorvaldsdóttir S, Sigbjörnsso R, Musacchio G,
Nave R, Falsaperla S, D’Adda S, Sansivero F, Zonno G, Sousa ML,
Carvalho A, Raposo S, Ferreira MA, Nunes JC, Jimenez MJ (2012)
Disaster prevention strategies based on an education information
system. In: Proceedings of the 15th WCEE, 2012. Lisbona,
Portugal. http://hdl.handle.net/2122/8148
Brandolini P, Cevasco A, Firpo M, Robbiano A, Sacchini A (2012)
Geo-hydrological risk management for civil protection purposes in
the urban area of Genoa (Liguria, NW Italy). Nat Hazards Earth
Syst Sci 12:943–959. www.nathazards-earth-syst-sci.net/12/943/
2012/. doi:10.5194/nhess-12-943-2012
Commission European (2013) Science for an informed, sustainable and
inclusive knowledge society, Policy paper by President Barroso’s
Science and Technology Advisory Council, 29 August 2013.
Brussels, Belgium
Faccini F, Giostrella P, Paliaga G, Piana P, Sacchini A (2016) The role of
historical agricultural terraces in geo-hydrological risk reduction: a case
study from the Bisagno Stream Catchment (Genoa, Italy). Geophysical
Research Abstracts, vol 18. EGU2016. Vienna, Austria, p 7441
Muttarak R, Lutz W (2014) Is education a key to reducing vulnerability
to natural disasters and hence unavoidable climate change? Ecol
Soc 19(1):42. doi:10.5751/ES-06476-190142
Piangiamore GL, Fanelli E, Furia S, Garau D, Merlino S, Musacchio G,
Centineo MC (2016) MATER—Pianeta Terra-Mare: an interactive
and multidisciplinary approach to Geosphere sciences. Geophysical
Research Abstracts, vol 18. EGU 2016. Vienna, Austria, pp 10298–
10303
Piangiamore GL, Musacchio G, Devecchi M (2015) Situated learning
episodes: natural hazards active learning in a smart school. In:
Interactive learning: strategies, technologies and effectiveness.
NOVA, New York, USA. https://www.novapublishers.com/
catalog/productinfo.php?products_id=56608
Piangiamore GL, Musacchio G, Pino NA (2015) Natural hazards
revealed to children: the other side of prevention. In: Peppoloni S,
Di Capua G (eds) Geoethics. The Role and Responsibility of
Geoscientists, Geological Society Special Publications, London,
p 419. http://dx.doi.org/ 10.1144/SP419.12
Piangiamore GL, Musacchio G, Bocchia M (2014) Piovono idee!
(cloudy with a chance of ideas!): an interactive learning experience
on hydrogeological risk and climate change. In: Lollino G,
Arattano M, Giardino M, Oliveira R, Peppoloni S (eds) Engineering
geology for society and territory, vol 7. Education, Professional
Ethics and Public Recognition of Engineering Geology, Turin, Italy,
pp 121–124
Piangiamore GL, Musacchio G, Bocchia M (2013). Challenging risk
reduction through education and preparedness. In: Proceedings of
the 32th GNGTS, 2013, Trieste, Italy, vol 2, pp 446–452
Piangiamore GL, Pezzani A, Bocchia M (2012) ERiNat project
(training on natural risks): from informed children to knowledgeable
adults. In: Proceedings of the 7th EUREGEO—European congress
on regional geoscientific cartography and information systems,
2012, vol 1, Bologna, Italy, pp 321–322
Rivoltella PC (2014) Episodes of situated learning. A new way to
teaching and learning. In: Research on education and media, VI, N.
2, pp 79–87. http://ojs.pensamultimedia.it/index.php/rem_en/article/
view/1070
The American Association for the Advancement of Science (AAAS)
(2015) Annual report. Innovation, information and imaging. http://
annualreport.aaas.org/?utm_source=aaasorg&utm_medium=
aboutpg&utm_campaign=2015AnnualReport
Trigila A, Iadanza C, Bussettini M, Lastoria B, Barbano A (2015)
Dissesto idrogeologico in Italia: pericolosità e indicatori di rischio.
Annual report. ISPRA, 233/2015
UNISDR (2005) Hyogo framework for action 2005–2015: building the
resilience of nations and communities to disasters, international strategy
for disaster reduction. http://www.unisdr.org/2005/wcdr/intergover/
official-doc/L-docs/Hyogo-framework-foractionenglish.pdf
UNISDR (2015) Sendai framework for disaster risk reduction 2015–
2030. http://www.preventionweb.net/files/43291_sendaiframework
fordrren.pd
Nave R, Falsaperla S, D’Adda S, Sansivero F, Zonno G, Sousa ML,
Carvalho A, Raposo S, Ferreira MA, Nunes JC, Jimenez MJ (2012)
Disaster prevention strategies based on an education information
system. In: Proceedings of the 15th WCEE, 2012. Lisbona,
Portugal. http://hdl.handle.net/2122/8148
Brandolini P, Cevasco A, Firpo M, Robbiano A, Sacchini A (2012)
Geo-hydrological risk management for civil protection purposes in
the urban area of Genoa (Liguria, NW Italy). Nat Hazards Earth
Syst Sci 12:943–959. www.nathazards-earth-syst-sci.net/12/943/
2012/. doi:10.5194/nhess-12-943-2012
Commission European (2013) Science for an informed, sustainable and
inclusive knowledge society, Policy paper by President Barroso’s
Science and Technology Advisory Council, 29 August 2013.
Brussels, Belgium
Faccini F, Giostrella P, Paliaga G, Piana P, Sacchini A (2016) The role of
historical agricultural terraces in geo-hydrological risk reduction: a case
study from the Bisagno Stream Catchment (Genoa, Italy). Geophysical
Research Abstracts, vol 18. EGU2016. Vienna, Austria, p 7441
Muttarak R, Lutz W (2014) Is education a key to reducing vulnerability
to natural disasters and hence unavoidable climate change? Ecol
Soc 19(1):42. doi:10.5751/ES-06476-190142
Piangiamore GL, Fanelli E, Furia S, Garau D, Merlino S, Musacchio G,
Centineo MC (2016) MATER—Pianeta Terra-Mare: an interactive
and multidisciplinary approach to Geosphere sciences. Geophysical
Research Abstracts, vol 18. EGU 2016. Vienna, Austria, pp 10298–
10303
Piangiamore GL, Musacchio G, Devecchi M (2015) Situated learning
episodes: natural hazards active learning in a smart school. In:
Interactive learning: strategies, technologies and effectiveness.
NOVA, New York, USA. https://www.novapublishers.com/
catalog/productinfo.php?products_id=56608
Piangiamore GL, Musacchio G, Pino NA (2015) Natural hazards
revealed to children: the other side of prevention. In: Peppoloni S,
Di Capua G (eds) Geoethics. The Role and Responsibility of
Geoscientists, Geological Society Special Publications, London,
p 419. http://dx.doi.org/ 10.1144/SP419.12
Piangiamore GL, Musacchio G, Bocchia M (2014) Piovono idee!
(cloudy with a chance of ideas!): an interactive learning experience
on hydrogeological risk and climate change. In: Lollino G,
Arattano M, Giardino M, Oliveira R, Peppoloni S (eds) Engineering
geology for society and territory, vol 7. Education, Professional
Ethics and Public Recognition of Engineering Geology, Turin, Italy,
pp 121–124
Piangiamore GL, Musacchio G, Bocchia M (2013). Challenging risk
reduction through education and preparedness. In: Proceedings of
the 32th GNGTS, 2013, Trieste, Italy, vol 2, pp 446–452
Piangiamore GL, Pezzani A, Bocchia M (2012) ERiNat project
(training on natural risks): from informed children to knowledgeable
adults. In: Proceedings of the 7th EUREGEO—European congress
on regional geoscientific cartography and information systems,
2012, vol 1, Bologna, Italy, pp 321–322
Rivoltella PC (2014) Episodes of situated learning. A new way to
teaching and learning. In: Research on education and media, VI, N.
2, pp 79–87. http://ojs.pensamultimedia.it/index.php/rem_en/article/
view/1070
The American Association for the Advancement of Science (AAAS)
(2015) Annual report. Innovation, information and imaging. http://
annualreport.aaas.org/?utm_source=aaasorg&utm_medium=
aboutpg&utm_campaign=2015AnnualReport
Trigila A, Iadanza C, Bussettini M, Lastoria B, Barbano A (2015)
Dissesto idrogeologico in Italia: pericolosità e indicatori di rischio.
Annual report. ISPRA, 233/2015
UNISDR (2005) Hyogo framework for action 2005–2015: building the
resilience of nations and communities to disasters, international strategy
for disaster reduction. http://www.unisdr.org/2005/wcdr/intergover/
official-doc/L-docs/Hyogo-framework-foractionenglish.pdf
UNISDR (2015) Sendai framework for disaster risk reduction 2015–
2030. http://www.preventionweb.net/files/43291_sendaiframework
fordrren.pd
File(s)
Loading...
Name
Participatory_Approach_to_Natural_Hazard_Education.pdf
Description
Conference paper
Size
788.3 KB
Format
Adobe PDF
Checksum (MD5)
079e2c7b19db0c78ca74d0dbd93499a2