10:15 AM - 10:30 AM
[G03-06] Effects of prior science education on accepting of earthquake disaster and on the prevention consciousness after the disaster
Keywords:science education, mitigating psychological impact after disaster, Kumamoto earthquake
In Japan, a country where earthquakes occur frequently, people are interested in life affected by the disaster. Thus when we spread seismology, it is necessary to understand the people's interest and the difference to the contents of seismology.
In this study, we conducted an interview survey on cases in which people remembered the fault education they had in elementary school during the 2016 Kumamoto earthquake, which helped them calm down, in order to explore the importance of seismology as a material that makes it easier to understand "why I have to experience such a difficult life in a disaster" during a disaster.
As a result, people who remembered the contents of the class after the disaster changed their perception of earthquakes due to the recall of their memories, and they were able to appropriately perceive the possibility of earthquakes occurring, which led to disaster awareness and disaster prevention action, mainly centered on the development of disaster self-efficacy. Therefore, we hypothesized that knowledge of earthquakes and faults contributes to a multifaceted understanding of disaster experiences and also affects disaster awareness and disaster prevention action. Furthermore, the results of the questionnaire survey supported this hypothesis.
These results suggest that learning about earth science such as the knowledge about earthquakes and faults, and finding a connection between the knowledge and the area in which one lives, plays an important role in awareness after a disaster. Therefore, disaster prevention education that emphasizes the connection between the knowledge learned and one's surroundings seems beneficial.
These research results can be an academic evidence showing the importance of seismology as a material that makes it easier to understand "why I have to experience such a painful life in a disaster" during a disaster.
In this study, we conducted an interview survey on cases in which people remembered the fault education they had in elementary school during the 2016 Kumamoto earthquake, which helped them calm down, in order to explore the importance of seismology as a material that makes it easier to understand "why I have to experience such a difficult life in a disaster" during a disaster.
As a result, people who remembered the contents of the class after the disaster changed their perception of earthquakes due to the recall of their memories, and they were able to appropriately perceive the possibility of earthquakes occurring, which led to disaster awareness and disaster prevention action, mainly centered on the development of disaster self-efficacy. Therefore, we hypothesized that knowledge of earthquakes and faults contributes to a multifaceted understanding of disaster experiences and also affects disaster awareness and disaster prevention action. Furthermore, the results of the questionnaire survey supported this hypothesis.
These results suggest that learning about earth science such as the knowledge about earthquakes and faults, and finding a connection between the knowledge and the area in which one lives, plays an important role in awareness after a disaster. Therefore, disaster prevention education that emphasizes the connection between the knowledge learned and one's surroundings seems beneficial.
These research results can be an academic evidence showing the importance of seismology as a material that makes it easier to understand "why I have to experience such a painful life in a disaster" during a disaster.