11:00 AM - 1:00 PM
[G01-P04] Development and Evaluation of Teaching Materials for Flood Disaster Prevention to Promote Proactive Evacuation during Heavy Rainfall
Keywords:Disaster Prevention, Water Damage, Teaching Material, Disaster Prevention Education, Textbook Development
In recent years, localized heavy rains and typhoons have frequently caused life-threatening large-scale floods. Considering this situation, there has been a growing demand for teaching materials dealing with flood damage and flood evacuation in disaster prevention education.
For most of the cases, disasters caused by heavy rainfall can be predicted in advance unlike earthquake disasters. Nonetheless, the number of heavy rainfall disasters has been increasing in recent years. It is important to conduct research on changes in awareness and behavior regarding disaster prevention, especially evacuation, in response to heavy rainfall damage.
The purpose of this study is to develop and propose a teaching material for disaster prevention education at elementary and junior high schools, in which students can experience the difficulty of evacuation timing and the dilemma that arises during evacuation and learn how to prepare for the difficulty of evacuation during floods.
The teaching materials are in the form of storyboards, and the contents vary depending on the age of the target students. The content varies depending on the age of the students. The case for upper grade elementary school students is as follows: The story begins with the main character, Ken, who is alone at home with his grandmother when it begins to rain. The rain becomes an alert level 3, then 2 hours later it changes to an alert level 4. The situation surrounding the main character changes moment by moment. At various points in this process, we ask the students, "Suppose you are in the situation of Ken, would you evacuate at this point?”,and they all need to make decision each time individually. The main character in the story does not evacuate until the end due to various dilemmas. We provide two conclusions to for the last situation: the first is that the next morning comes without incident, and the second is that the flood reaches to the 2nd floor and so Ken is sitting alone on the roof waiting for rescue. After showing the endings of these two patterns, we rewind the time and show the story from the beginning, and ask the students to think again about the timing of evacuation. At the end of the class, we tell them the importance of taking into account the surrounding situation you are in, thinking of the worst scinario, and not being bound by one piece of information.
In the teaching material for junior high school students, the disaster takes place at a riverside campsite where a family is visiting. The level of difficulty is higher to require students to make more decisions, such as judging the situation upstream of the river.
Since the beginning of fiscal year 2021, this teaching material has been used at three elementary and junior high schools in Kawagoe City on July 19, November 1 and November 8.
In the 45-minute class for elementary school students, the students were asked five times whether they would evacuate or not. When evacuating, the students has to move to the back end of the classroom regarding evacuation shelter to experience the physical movement that they will do even more distant in the real situation. Students tend to follow their friend who firstly decides to evacuate. We, therefore, randomly pick up one student and ask the reason why you make decision to evacuate or not. We never deny whatever they point out as the reasons. Still, at the end of the class, when the students are asked to decide when to evacuate again, both the timing and the reasons for evacuation changes. For example, the student who was actually injured at the time of the class chose to evacuate early because she realized that she might take more time to evacuate. Other students who chose to evacuate earlier considering it gets dark soon in winter. In the presentation, we will show these examples and would also like to discuss the remaining issues with this teaching material
For most of the cases, disasters caused by heavy rainfall can be predicted in advance unlike earthquake disasters. Nonetheless, the number of heavy rainfall disasters has been increasing in recent years. It is important to conduct research on changes in awareness and behavior regarding disaster prevention, especially evacuation, in response to heavy rainfall damage.
The purpose of this study is to develop and propose a teaching material for disaster prevention education at elementary and junior high schools, in which students can experience the difficulty of evacuation timing and the dilemma that arises during evacuation and learn how to prepare for the difficulty of evacuation during floods.
The teaching materials are in the form of storyboards, and the contents vary depending on the age of the target students. The content varies depending on the age of the students. The case for upper grade elementary school students is as follows: The story begins with the main character, Ken, who is alone at home with his grandmother when it begins to rain. The rain becomes an alert level 3, then 2 hours later it changes to an alert level 4. The situation surrounding the main character changes moment by moment. At various points in this process, we ask the students, "Suppose you are in the situation of Ken, would you evacuate at this point?”,and they all need to make decision each time individually. The main character in the story does not evacuate until the end due to various dilemmas. We provide two conclusions to for the last situation: the first is that the next morning comes without incident, and the second is that the flood reaches to the 2nd floor and so Ken is sitting alone on the roof waiting for rescue. After showing the endings of these two patterns, we rewind the time and show the story from the beginning, and ask the students to think again about the timing of evacuation. At the end of the class, we tell them the importance of taking into account the surrounding situation you are in, thinking of the worst scinario, and not being bound by one piece of information.
In the teaching material for junior high school students, the disaster takes place at a riverside campsite where a family is visiting. The level of difficulty is higher to require students to make more decisions, such as judging the situation upstream of the river.
Since the beginning of fiscal year 2021, this teaching material has been used at three elementary and junior high schools in Kawagoe City on July 19, November 1 and November 8.
In the 45-minute class for elementary school students, the students were asked five times whether they would evacuate or not. When evacuating, the students has to move to the back end of the classroom regarding evacuation shelter to experience the physical movement that they will do even more distant in the real situation. Students tend to follow their friend who firstly decides to evacuate. We, therefore, randomly pick up one student and ask the reason why you make decision to evacuate or not. We never deny whatever they point out as the reasons. Still, at the end of the class, when the students are asked to decide when to evacuate again, both the timing and the reasons for evacuation changes. For example, the student who was actually injured at the time of the class chose to evacuate early because she realized that she might take more time to evacuate. Other students who chose to evacuate earlier considering it gets dark soon in winter. In the presentation, we will show these examples and would also like to discuss the remaining issues with this teaching material