The development of geosciences educational materials and curricula related to earthquakes in primary, secondary, and tertiary educations : A global viewpoint

研究结果如下：1。初中理科教师的比例约为11.9%，考虑到所有学科的总数，这是合理的。然而，在不同科学领域（物理、化学、生物和地球科学）的教师比例中观察到高度异常。具有地球科学背景的教师目前仅占0.6%左右，为了与其他科学领域保持平衡，应将其提高到3%左右。地震在埃及、尼泊尔、新西兰、巴西和阿根廷等国的高中分别开设了“环境科学与地质”、“自然科学”、“地理与科学”、“科学与地理”、“地理与地质”等课程。因此，我们发现日本地震的主要兴趣领域不是人与地震性质的关系，而是地震的机制。另一方面，例如，新西兰的科学课程和地理课程都教授地震。这是因为它们的一个方面是地震对社会的影响。这一方面是日本地震教育的缺失。目前日本学校地震领域的教学内容不足以培养学生的地震素养。例如，地震素养之一是能够理解报纸上有关地震的文章。基于上述1,2和3的结果，我们提出了从小学到高等教育的新地震课程。此外，我们还研究了如何通过实践课的方式来教授中小学新课程中的地震内容。结果表明，所设计的课程是合理的。然而，我们发现我们需要为教师制作新的教学指南，一些新的材料等等，以便理解新课程的意义。

The results of the research are as follows;1. The number of science teachers at lower secondary schools is around 11.9%, which is reasonable while considering the total number of all subjects. However, a high anomaly is observed in the percentage of teachers in different fields of science (physics, chemistry, biology and earth sciences). The number of teachers with the earth science background is about only 0.6%, which should be raised up to around 3% in order to keep in balance to other fields of science.2. Earthquakes are taught within "The environmental science and geology", "Science", "Geography" and "Science", "Science" and "Geography", and "Geography" and "Geology" at mainly upper secondary schools in Egypt, Nepal, New Zealand, Brazil, and Argentina, respectively. Therefore, we found that main interested domain of earthquakes is not relationships between people and nature of earthquakes but mechanisms of them in Japan. On the other hand, for instance, earthquakes are taught in the New Zealand science curriculum and the New Zealand geography curriculum. This is because one of their aspects is impact on society by earthquakes. This aspect is lack of earthquakes education in Japan.3. Current contents of the field of earthquakes in Schools in Japan are not enough to acquire the earthquake literacy. For instance, one of the earthquake literacy is ability to understand articles related to earthquakes on newspapers.4. We propose new earthquake curriculum from primary schools to tertiary education based on the results of above 1, 2, and 3. Moreover, we studied how to teach earthquake's contents come from new curriculum for primary and upper secondary school students through practical classes. Results indicate that our proposed curriculum is reasonable. However, we found that we need to make new teaching guidebooks, several new materials and so forth for teachers in order to be understood the meanings of new curriculum.