JDR Vol.15 No.7 pp. 959-968
doi: 10.20965/jdr.2020.p0959


Study of Reflections on University Fieldwork Courses: The Characteristics of Learning Content of Students Who Visited Disaster-Affected Areas

Yu Takahashi, Shun Nakazawa, and Hideyuki Sasaki

Miyagi University
1-1 Gakuen, Taiwa-cho, Kurokawagun, Miyagi 981-3298, Japan

Corresponding author

May 18, 2020
July 27, 2020
December 1, 2020
reflection, active learning, fieldwork, content analysis, reconstruction

While learning opportunities dealing with communities have been increasing in Japan in recent years, learning itself has not been subjected to significant analysis. In this study, we converted into text data the reflection sheets of a total of 1,305 students who were enrolled in the community fieldwork course required for all first-year students at Miyagi University, a public university, from 2017 to 2019, and used quantitative text analysis to analyze the data. The results suggested that the students acquired knowledge that could not be obtained from pre-learning by visiting the communities, encountering locals, and interviewing local company personnel. In particular, those who visited tsunami-affected municipalities along the coast came into contact with the realities of tsunami damage and manifested discoveries with regard to the community’s activities before and after the disaster, such as the residents’ daily lives and industries.

Cite this article as:
Yu Takahashi, Shun Nakazawa, and Hideyuki Sasaki, “Study of Reflections on University Fieldwork Courses: The Characteristics of Learning Content of Students Who Visited Disaster-Affected Areas,” J. Disaster Res., Vol.15, No.7, pp. 959-968, 2020.
Data files:
  1. [1] B. Jacoby, “Service-Learning Essentials: Questions, Answers, and Lessons,” Jossey-Bass, pp. 122-129, 158-167, 2015.
  2. [2] C. M. Cress, P. J. Collier, and V. L. Reitenauer, “Learning through Serving: A Student Guidebook For Service-learning Across The Disciplines,” Stylus Publishing, p. 240, 2013.
  3. [3] S. Mizokami, “Active learning and a shift in the teaching-learning paradigm,” Tohshindo, pp. 103-109, 2014 (in Japanese).
  4. [4] K. Matsushita, “Deep Active Learning,” Keiso shobo, pp. 31-37, 2015 (in Japanese).
  5. [5] Y. Tateno and Y. Morinaga, “A Study on a Reflection Method Used Questions in Industry-University Cooperative Project-Based Learning Course for Undergraduates,” Japan J. of Educational Technology, Vol.39, pp. 97-100, doi: 10.15077/jjet.S39064, 2016.
  6. [6] Y. Tanno, “Achievements and Problems of Introductory Fieldworks for First Year Course,” J. of Faculty and Staff Development in Higher Education, Integrated Education Center, Ehime University, Vol.14, pp. 29-34, 2016 (in Japanse).
  7. [7] A. Sakurai and T. Sato, “Promoting Education for Disaster Resilience and the Sendai Framework for Disaster Risk Reduction,” J. Disaster Res., Vol.11, No.3, pp. 402-412, doi: 10.20965/jdr.2016.p0402, 2016.
  8. [8] T. Katada and M. Kanai, “The School Education to Improve the Disaster Response Capacity: A Case of “Kamaishi Miracle”,” J. Disaster Res., Vol.11, No.5, pp. 845-856, doi: 10.20965/jdr.2016.p0845, 2016.
  9. [9] K. Nishizuka, “Exploring the Developmental Process and Internal Structure of Kizuki-Based Volunteer Activities for Sustainable Organizations: A Case Study of HARU,” J. Disaster Res., Vol.13, No.7, pp. 1309-1322, doi: 10.20965/jdr.2018.p1309, 2018.
  10. [10] K. Yamamoto, “Challenges and Perspective on Disaster Volunteer Center Management Possibility of a Cooperation of University Students and Professionals,” The J. of University Educational Center, Nihon Fukushi University, Vol.7, pp. 71-80, 2019 (in Japanese).
  11. [11] Tuswadi and T. Hayashi, “Educational Merits of Lecturing and Discussion Methods in Teaching Disaster Prevention: Toward Improvement of Students’ Knowledge, Attitude, and Behavior in Merapi Volcano Area Primary Schools,” J. Disaster Res., Vol.9, No.5, pp. 870-878, doi: 10.20965/jdr.2014.p0870, 2014.
  12. [12] C. Z. Levkoe, A. Friendly, and A. Daniere, “Community Service-Learning in Graduate Planning Education,” J. of Planning Education and Research, Vol.40, Issue 1, pp. 92-103, doi: 10.1177/0739456X18754318, 2020.
  13. [13] Y. Takahashi and H. Sasaki, “Create a forest school: The future of education emerging from the earthquake reconstruction,” Chapter 6, pp. 127-128, Yamaguchi Hokushu Printing, 2020 (in Japanese).
  14. [14] K, Higuchi, “Quantitative Analysis of Textual Data: Differentiation and Coordination of Two Approaches,” Sociological Theory and Methods, Vol.14, No.1, pp. 101-115, doi: 10.11218/ojjams.19.101, 2004.

*This site is desgined based on HTML5 and CSS3 for modern browsers, e.g. Chrome, Firefox, Safari, Edge, Opera.

Last updated on Mar. 01, 2021