Igniting a taste for science
Igniting a taste for science
This project aimed to enhance engagement in natural hazard education programmes. Using a participatory approach, the project worked with three Bay of Plenty schools — Te Kura Kaupapa Māori o Te Koutu (total immersion Māori education institution), Matatā Public School, and Pukeroa Oruawhata Rotorua Primary School. This project is primarily focussed on students in years 5-8. Schools were chosen to cover an area west to east across Te Ahi Tupua (Taupo Volcanic Zone). By reflecting on each school’s unique needs and strengths, the project worked on creating relevant and engaging learning experiences about natural hazards and disaster preparedness.
Natural hazards like earthquakes, volcanic activity and floods, and are a reality in Aotearoa New Zealand, making disaster preparedness education in schools vital. While many outreach programmes exist to enhance hazard knowledge and environmental understanding, these are often one-off engagements that may not fully connect with students.
This project sought to overcome these challenges by working directly with schools in the process of designing activities and resources for learning.
This project demonstrates that effective natural hazard education requires strong support for teachers, relevant resources, and meaningful engagement with teachers and students. Schools can play a vital role in building disaster resilience in their communities by empowering teachers with the right tools and aligning hazard education with local contexts. The lessons from the participatory approach supported the ongoing need to improve hazard education.
Key results and recommendations
Where we learn (learning environments)
Place-based learning, grounding hazard education
in the local environment and culture, helps students see themselves as part of a broader narrative of resilience. Connecting lessons to the community’s land, history, and identity enhances student engagement and relevance.
How we learn (learning methods)
The project emphasises the importance of recognising and incorporating multiple learning methods to cater to the diverse needs of students. By offering a variety of interactive and accessible activities (e.g. hands-on activities, street maps, liquefaction maps, integration with technology, and storytelling), hazard education can be made more engaging.
Supporting our learning (learning support)
Teachers need ongoing support to deliver hazard education effectively. The study found that pre- and post-engagement activities help students build on what they’ve learned and reinforce their understanding of natural hazards. Teachers also stressed the need for culturally relevant, easy-to-use materials, use of technology, available online teacher resources suitable to the specific curriculum level, thematic learning, that fit within their existing curricula and make hazard education meaningful and enjoyable.
Future Work
While this project has made significant strides in understanding how to improve natural hazard education in schools, ongoing work is essential to ensure sustained progress. Further research is needed to refine and expand the resources developed, particularly in aligning hazard education with diverse cultural contexts and learning methods. Schools require continued support, not only through accessible teaching resources but also in terms of training and capacity-building for teachers.
Investing in long-term partnerships between research organisations, schools, and local communities will be critical for fostering resilient, disaster-prepared communities. Continued efforts to integrate place-based learning and participatory approaches will further enhance the effectiveness of natural hazard education, ensuring that it remains relevant and engaging for future generations.
