Education for Disaster Prevention in England : Analysis of Secondary Geography Textbooks

The purpose of this study is to clarify the aims, contents and activities of education for disaster prevention on geographical education in England, by analysis of secondary textbooks. Thereby, we want to contribute the improvement of Japanese geographical education. As a result, we clarified the following: 1) when students study a natural disaster in UK, they learn a plurality of cases including domestic and foreign regions, 2) all textbooks contain activities that students can form attitudes and decide what to do for disaster prevention. On the basis of these results, we suggest improvements of education for disaster prevention. The first is to develop a clear understanding of a natural disaster with multi-area including Japan. The second is to place contents and activities for forming a value relevant to awareness of disaster prevention into Japanese geography textbook. The third is to set an activity to learn practical strategies for disaster prevention in the real world

Characteristics of the stone monuments in Saijo, Higashi-Hiroshima City, southwest Japan, and their significance for teaching materials of social studies.

本稿の目的は，広島県東広島市旧西条町に分布する石碑の特徴を明らかにすると共に，小学校や中学校社会科の地域学習における石碑の教材的意義を検討することである。調査の結果，202基の石碑が確認され，寺社や公共施設，溜池などに石碑の立地が多くみられた。石碑の建立年との関連を検討すると，第二次世界大戦の終戦を境に，石碑の主な建立目的が地域社会に貢献した人物や行為の顕彰から，寺社への寄附に関連したものへと変化していったことが明らかになった。社会科教材としての意義については，1）学習指導要領への適合と2）石碑の情報量という観点から検討を行い，石碑のもつ教材的意義を3つに分類した。各分類において，具体的な活用方法を考察し想定される学習の展開を提示した。本稿は，「地域学習」の不振の要因のひとつである，地域に即した資料の不足の改善の一助になると期待される。An objective of this study is to clarify the characteristics and distribution of the stone monuments in Saijo, Higashi-Hiroshima City, Hiroshima Prefecture, and discuss their significance for elementary and junior high school social studies teaching materials. Two hundred two monuments were recognized in this area. They were mostly located in temples, shrines, public institutions, roadsides, and irrigation ponds. The purpose of erecting monuments has changed over 150 years from the Meiji era to the present day, which reflects the transition of the history of the local community or local people’s consciousness about their community. All monuments were classified into three levels considering their significance for elementary and junior high school social studies teaching materials: i.e., A. Useful and sufficient information; B. Useful but insufficient information; and C. Others. As a result, we defined 6 monuments as level A, 71 as level B, and 125 as level C. We propose an example of a social studies teaching plan including information about the monuments according to each level. The monuments directly provided information about the history of the local community and the location of historical events; therefore, the teaching plan using information about the monuments has possibility to improve for social studies

Geographical Contents in Primary School : An Analysis of the English Geography Textbook “Collins Primary Geography”

In this study, we have analyzed the English geography textbook “Collins Primary Geography”, in order to clarify the characteristics of geographical contents in primary school. Results of this study are as follows: age (grade)-appropriate teaching through different process of leaning (awareness, understanding, cognition and value judgement) and physical, human, environmental geography and topography as a content. However, there are no contents across physical and human geography, one of the features of geography, in the textbook.本稿は，2016年度前期開講の地理認識内容学特講（由井担当）の一部をもとに，加筆・修正を加えたものである