17:15 〜 19:15
[G03-P04] Evaluation and Educational Effectiveness of Disaster Science Experiments
-A Questionnaire Survey of Science Day 2024 in Sendai-Miyagi-
キーワード：防災教育、減災教育、アンケート調査、科学実験
Over 20 years have passed since the 1995 Great Hanshin Earthquake and 14 years since the 2011 Great East Japan Earthquake. Although the number of people have direct experience with large-scale natural disasters is gradually decreasing, the occurrence of the 2024 Noto Earthquake (M7.6) serves as a stark reminder of the importance of disaster prevention and mitigation. Miyagi Prefecture is located near a fault zone, making it a high-risk area for earthquakes and other natural disasters.Understanding how disasters occur is essential for raising awareness of disaster prevention among local residents.Therefore, this study analyzes data from a questionnaire survey to evaluate the effectiveness of using scientific experiments in disaster prevention education and explores new possibilities for enhancing future disaster prevention efforts.
Yasuda et al. (2024) held a workshop at a science museum to assess participants' long-term disaster awareness. Findings showed awareness remained after a month, attributed to the museums unique learning environment and the impact of family-based learning.
In this study, we conducted a program titled "Knowledge of Natural Disasters and Evacuation Methods" at the Gakuto 2024 Sendai/Miyagi Science Fair. We surveyed visitors on their satisfaction with the event and their understanding of natural disasters and evacuation methods. The project aims to enhance disaster awareness and preparedness by engaging school-age children in science experiments, with primary and secondary school students as the main audience. The exhibition featured four interactive exhibits demonstrating how buildings shake during earthquakes, how tsunamis occur, drifted pumice disaster caused by submarine volcanic eruption, and the process of creating a comprehensive disaster prevention map.
A total of 46 valid questionnaires were collected. Most participants were parents or grandparents accompanying children, primarily aged 9 to 15. Nearly one-third attended at their children's request. Among the respondents, 61% were attending a science fair for the first time, and over half had never participated in science-related experiments. Meanwhile, 24% had experience with both science fairs and experiments, indicating a strong prior interest in science.
Regarding program satisfaction, 74% of participants answered "yes"to the question, "Did you enjoy the project?"By booth, 89% found the earthquake simulation equipment highly engaging, 85% enjoyed the ocean and volcano simulations, and 65% found the map-making activity interesting.
Regarding the program's educational impact, 80% of respondents felt they learned a lot, while 78% reported increased interest in disaster science. Participants were asked to assess their awareness of natural disasters before and after visiting each booth:Earthquake awareness and understanding of building movement increased by 0.2 points. Understanding of tsunami-related disasters and their mechanisms rose by 0.4 points. Awareness of volcanic disasters grew by 1.2 points. Creating a local disaster prevention map led to a 0.4 point increase in disaster risk awareness. Additionally, the percentages of participants who felt their interest in disaster science was strengthened through each booth were 89%, 87%, 80%, and 74%, respectively. These results suggest that disaster science experiments are an effective tool for disaster education and awareness.
However, limitations exist. First, while participants became more aware of disaster risk, long-term retention and behavior change remain uncertain. Second, the focus on school-age children and parents limits generalizability to older adults or foreigners. Despite this, the study highlights science-based disaster education potential to enhance community resilience. Future research should include diverse participants, assess long-term retention, and compare with traditional methods to improve effectiveness.
Yasuda et al. (2024) held a workshop at a science museum to assess participants' long-term disaster awareness. Findings showed awareness remained after a month, attributed to the museums unique learning environment and the impact of family-based learning.
In this study, we conducted a program titled "Knowledge of Natural Disasters and Evacuation Methods" at the Gakuto 2024 Sendai/Miyagi Science Fair. We surveyed visitors on their satisfaction with the event and their understanding of natural disasters and evacuation methods. The project aims to enhance disaster awareness and preparedness by engaging school-age children in science experiments, with primary and secondary school students as the main audience. The exhibition featured four interactive exhibits demonstrating how buildings shake during earthquakes, how tsunamis occur, drifted pumice disaster caused by submarine volcanic eruption, and the process of creating a comprehensive disaster prevention map.
A total of 46 valid questionnaires were collected. Most participants were parents or grandparents accompanying children, primarily aged 9 to 15. Nearly one-third attended at their children's request. Among the respondents, 61% were attending a science fair for the first time, and over half had never participated in science-related experiments. Meanwhile, 24% had experience with both science fairs and experiments, indicating a strong prior interest in science.
Regarding program satisfaction, 74% of participants answered "yes"to the question, "Did you enjoy the project?"By booth, 89% found the earthquake simulation equipment highly engaging, 85% enjoyed the ocean and volcano simulations, and 65% found the map-making activity interesting.
Regarding the program's educational impact, 80% of respondents felt they learned a lot, while 78% reported increased interest in disaster science. Participants were asked to assess their awareness of natural disasters before and after visiting each booth:Earthquake awareness and understanding of building movement increased by 0.2 points. Understanding of tsunami-related disasters and their mechanisms rose by 0.4 points. Awareness of volcanic disasters grew by 1.2 points. Creating a local disaster prevention map led to a 0.4 point increase in disaster risk awareness. Additionally, the percentages of participants who felt their interest in disaster science was strengthened through each booth were 89%, 87%, 80%, and 74%, respectively. These results suggest that disaster science experiments are an effective tool for disaster education and awareness.
However, limitations exist. First, while participants became more aware of disaster risk, long-term retention and behavior change remain uncertain. Second, the focus on school-age children and parents limits generalizability to older adults or foreigners. Despite this, the study highlights science-based disaster education potential to enhance community resilience. Future research should include diverse participants, assess long-term retention, and compare with traditional methods to improve effectiveness.