11:00 AM - 11:15 AM
[G02-02] Promoting Students’ Active Attitude toward Evacuation
Drills — An Action Research in Junior High School in Tokyo —
★Invited Papers
Keywords:School Disaster Prevention, Disaster Education, Evacuation Drill
The purpose of this study is to examine students' active attitude toward evacuation drills, "An attitude in which they feel the urgency to take action and value their own actions”, by clarifying the effects on schools of a new evacuation drill conducted at a junior high school in Tokyo. After the Great Hanshin-Awaji Earthquake in 1995 and the Great East Japan Earthquake in 2011, disaster education has been reevaluated and has become a concerning issue in schools throughout Japan. Practical disaster education that fosters "students' independent attitude toward taking action" is required at schools. On the other hand, the content of evacuation drills which are required by law and conducted at schools every year have become a formality and most schools do not have a practical approach. An action research methodology was utilized to answer the following research questions: How evacuation drills allow for active student participation? And practical evacuation drills in schools were examined. We conducted joint research with elementary and junior high schools in Tokyo and Saitama prefectures and developed new evacuation drills. The new evacuation drills, students play the roles of injured or sick people that could happen during an event of a disaster during school and respond to them in cooperation with teachers.
In this paper, a post-questionnaire survey and an interview survey were conducted on 511 junior high school students who participated in the training, and an interview survey was conducted on teachers (117,945 total characters). As a result, 42 categories were extracted, and the number of occurrences of open coding was analyzed three times using MAXQDA (ver. 2022), a qualitative data analysis application. Seven conceptual categories were developed from these open coding categories: "Imagine disaster", "Learning from training", "Practice”, “Motivation", "New position", "New training" and "Emotions generated by training". When these were recontextualized (storytelling), paying attention to whether they were consistent with the original context, we found that "students recognized this training as a 'new training' that had never been done before, specifically 'imagined the disaster' and 'learned from the training,' and that they were able to 'practice' and 'learn from the training. Then, by 'practicing' in the training and experiencing 'new positions' such as the position of the injured and sick, they were 'motivated' to learn and improve, and felt 'tension and frustration' ".
In other words, it is clear that the participating students were able to imagine a disaster from the reality of the drill and practice mutual aid for others by utilizing their previous learning. The students' recognition of their new roles led to an increase in their motivation to learn and improvement of their skills. The students who participated in this drill had previously only followed the teacher's instructions and performed evacuation actions, but in the process of this drill, they became active learners and participated in the community of practice by cooperating with the teachers and university students, acting out their own actions, and responding to others. Conventional evacuation drills have focused on disciplined behavior and rapid evacuation to the school grounds, but in this drill, the participants were not only instructed, but were also encouraged to respond flexibly to the situation on their own. In this process, it became clear that the students were encouraged to participate fully in the training. In fact, students who had experienced the drill became proactive in proposing improvements to the drills at the junior high school they were going to attend.
The results of the training suggested that the four key elements of "reality", "communication", "active learning", and "improvement cycle" were missing from the conventional drills.
On the other hand, future issues include the verification of differences in motivation among students and teachers, and the feasibility of implementing this training in other schools and types of schools. We would like to further examine these issues through long-term practice and analysis.
In this paper, a post-questionnaire survey and an interview survey were conducted on 511 junior high school students who participated in the training, and an interview survey was conducted on teachers (117,945 total characters). As a result, 42 categories were extracted, and the number of occurrences of open coding was analyzed three times using MAXQDA (ver. 2022), a qualitative data analysis application. Seven conceptual categories were developed from these open coding categories: "Imagine disaster", "Learning from training", "Practice”, “Motivation", "New position", "New training" and "Emotions generated by training". When these were recontextualized (storytelling), paying attention to whether they were consistent with the original context, we found that "students recognized this training as a 'new training' that had never been done before, specifically 'imagined the disaster' and 'learned from the training,' and that they were able to 'practice' and 'learn from the training. Then, by 'practicing' in the training and experiencing 'new positions' such as the position of the injured and sick, they were 'motivated' to learn and improve, and felt 'tension and frustration' ".
In other words, it is clear that the participating students were able to imagine a disaster from the reality of the drill and practice mutual aid for others by utilizing their previous learning. The students' recognition of their new roles led to an increase in their motivation to learn and improvement of their skills. The students who participated in this drill had previously only followed the teacher's instructions and performed evacuation actions, but in the process of this drill, they became active learners and participated in the community of practice by cooperating with the teachers and university students, acting out their own actions, and responding to others. Conventional evacuation drills have focused on disciplined behavior and rapid evacuation to the school grounds, but in this drill, the participants were not only instructed, but were also encouraged to respond flexibly to the situation on their own. In this process, it became clear that the students were encouraged to participate fully in the training. In fact, students who had experienced the drill became proactive in proposing improvements to the drills at the junior high school they were going to attend.
The results of the training suggested that the four key elements of "reality", "communication", "active learning", and "improvement cycle" were missing from the conventional drills.
On the other hand, future issues include the verification of differences in motivation among students and teachers, and the feasibility of implementing this training in other schools and types of schools. We would like to further examine these issues through long-term practice and analysis.