Piovono idee! (Cloudy with a Chance of Ideas!): An Interactive Learning Experience on Hydrogeological Risk and Climate Change

Piangiamore, Giovanna Lucia; Musacchio, Gemma; Bocchia, M.

doi:10.1007/978-3-319-09303-1_23

Cited by 7 publications

(5 citation statements)

References 3 publications

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“…Researchers and schools can achieve a great deal together, focusing on protection, knowledge, and awareness of natural disaster prevention, and they can encourage good practices and safe and sustainable behavior [58][59][60]. This is a means to build resilience at school, involving students, teachers, school leaders, and families too, because children can be a valuable vehicle by which to increase awareness among adults [61].…”

Section: Discussionmentioning

confidence: 99%

“…According to the European Commission's Recommendation 2006/962/CE regarding the Key Competences for Lifelong Learning, ESL is a methodological proposal for a "smart school" that trains students to be able to optimize their resources by developing problemsolving skills [22]. The development of critical thinking is favored by the reflection necessary to carry out the assignment.…”

Section: Episodes Of Situated Learning (Esl)mentioning

confidence: 99%

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When the Past Teaches the Future: Earthquake and Tsunami Risk Reduction through Episodes of Situated Learning (ESL)

Piangiamore,

Maramai

2024

Geosciences

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The past offers important lessons with regard to facing the future with greater awareness. In this context, school plays a key role in spreading knowledge of natural phenomena and in promoting behavior change. Together with researchers, teachers can be strong allies to build more resilient future citizens. The Istituto Nazionale di Geofisica e Vulcanologia (INGV) school training activities provide tools to prepare for the next earthquake and/or tsunami. Approximately 5000 students, from both middle schools (ISCED 2) and high schools (ISCED 3), were involved in active learning activities based on a flipped-up approach during specific online scientific events during the pandemic. Online lab activities were conducted during European Researchers’ Night (“Earthquakes: history teaches us the future: researchers for a day with experimentation in didactics for ESL”) and during both World Water Day 2021 and World Earth Day 2021 (“Tsunamis: history teaches us the future researchers for a day with experimentation in didactics for ESL”). These two Episodes of Situated Learning (ESL) experiences triggered students’ interest, favoring remote learning, developing life skills, and focusing on historical seismic studies of both past earthquakes and tsunamis.

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Section: Discussionmentioning

confidence: 99%

Section: Episodes Of Situated Learning (Esl)mentioning

confidence: 99%

When the Past Teaches the Future: Earthquake and Tsunami Risk Reduction through Episodes of Situated Learning (ESL)

Piangiamore,

Maramai

2024

Geosciences

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“…Territorial proposals for digital innovation for green transition" by Electronic Platform for Adult Learning in Europe (EPALE).We are also planning a collaboration project with Civil Protection and Ecological Guards Volunteers of the Province of La Spezia (Liguria) to ensure that Salvina's games on responsible behaviors can also be used by the volunteers themselves in Primary and Middle School (ISCDE 2) classes as a fun educational tool in person. It is a project of training on environmental safety within the context of LifeLong Learning through a permanent training process, with a basic education (knowledge, awareness, how to act, self-protection and prevention) on natural risks, also encouraging in the youngest an interest in the voluntary world [64][65][66][67].…”

Section: Discussionmentioning

confidence: 99%

Gaming and Resilience: Teaching by Playing Together—Online Educational Competition at School during the Pandemic

Piangiamore

Maramai

2022

Applied Sciences

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Educational and training initiatives for natural hazard reduction, climate change, and environmental sustainability are increasingly common. We describe educational games in which the protagonist, a fictional character girl, saves herself and others from natural disasters. This girl faces risk situations, from earthquake to flood to environmental challenges, and for each of these she is the protagonist of educational quizzes and of an escape room. These games were designed and played online during the COVID-19 pandemic, to introduce an engaging activity, reducing the difficulties of both students and teachers in distance learning. Simultaneous challenges between several classes were played during special scientific events, with a total of more than 8000 students flanked by about 500 teachers, always with very positive feedback. We pooled our knowledge to embrace innovation in gamification at school. Our games aim at increasing the response capacity of future more resilient citizens to protect themselves and others, adapting to natural risks, and to spread good practices in support of the civil protection. Each online race between classes from primary and middle school (ISCDE 2) is based on cooperative learning and followed by an important debriefing moment of reflective learning, guided by researchers to deeply analyze scientific topics.

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“…The discovery of hydrogeological risk continues focusing on the importance to respect territory and on the correct land use with different totems, exhibits, experiments, scientific games. It emotionally involves the participants to favor reflective learning (Piangiamore et al 2014. The latest activities are two role games to enforce eco-friendly behaviors for hydrological risk mitigation.…”

Section: Methodsmentioning

confidence: 99%

Participatory Approach to Natural Hazard Education for Hydrological Risk Reduction

Piangiamore

Musacchio

2017

Advancing Culture of Living With Landslides

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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.

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Piovono idee! (Cloudy with a Chance of Ideas!): An Interactive Learning Experience on Hydrogeological Risk and Climate Change

Cited by 7 publications

References 3 publications

When the Past Teaches the Future: Earthquake and Tsunami Risk Reduction through Episodes of Situated Learning (ESL)

When the Past Teaches the Future: Earthquake and Tsunami Risk Reduction through Episodes of Situated Learning (ESL)

Gaming and Resilience: Teaching by Playing Together—Online Educational Competition at School during the Pandemic

Participatory Approach to Natural Hazard Education for Hydrological Risk Reduction

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