REPORT ON ATTENDING THE 8th APEC-TSUKUBA INTERNATIONAL CONFERENCE: INNOVATION OF MATHEMATICS EDUCATION THROUGH LESSON STUDY, CHALLENGES TO EMERGENCY PREPAREDNESS FOR MATHEMATICS AND PREPARING FOR THE FUTURE (III) FOCUS ON FIRE AND VOLCANIC ERUPTION. TOKYO, February 13-16, 2014
There are a number of disasters in APEC economies, such as earthquakes, tsunamis, volcanic eruption, fires, landslides, typhoons, and flooding. Those disasters could be natural or as a result of man-made. Indonesia is one of country that is vulnerable to natural hazards especially towards floods, earthquakes, tsunamis, volcanic eruption, fires, and landslides. UNESCO (2010) has already differentiated between ‘hazards’ and ‘disasters’. Hazards are natural while disasters are not. Hazards such as floods, earthquakes, and tsunamis become disasters only when society lacks the ability to cope with them. UNESCO ISDR (2007) states that disasters such as the October 2005 earthquake in Pakistan, where over 16,000 children died in schools that collapsed, or the recent mudslide on Leyte Island in the Philippines, where more than 200 school children were buried alive, are just a few tragic examples of why more needs to be done to protect our children before disasters strikes.
The lack of knowledge on disaster phenomena leads to a tremendous number of victims. People living along the coastline failed to recognize that the receding of water quickly and unexpectedly from the coast may be the sign of tsunami will be coming. People followed it instead of running toward higher ground and inland. Many lost their lives because they did not know the meaning of receding coast. For saving our life, Emergency Preparedness Education is one of the most urgently needed topics for school education. UNESCO ISDR (2007) gives two good examples that what people know is more important that what they have when it comes to saving lives and reducing loss. The first example, on a beach in Thailand, when the December 2004 Tsunami struck, British schoolgirl Tilly Smith saved many lives by urging people to flee the shore: her geography class in Britain had enabled her to recognize the first signs of a tsunami. The second example, at the same time, Anto, a young boy on the Indonesian island of Simeulue had learned from his grandfather what to do when an earthquake strikes. He and all the other islanders ran to higher ground before the tsunami struck, sparing all but eight members of the community.
In the future, the problems of us will be different to the problem to our students. Therefore we need to give the chance to them the way to solve their problems by themselves. Therefore, other methods should be implemented to ensure that every students in each economy will learn how to identify the problems, how to collect information and data, and how to solve the problems by and for themselves.
Attached are the Report from SEAMEO QITEP in Mathematics Delegation (1 Report), the PowerPoint from the Project Overseer (G1), KeyNote Speaker (KN 1 to KN 7), Lesson Plan (LP 1 and LP 2), Specialists (S1 – S11) and the Guide Line concerning Scince Museum. Please clik.
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