5:15 PM - 7:15 PM
[HDS09-P06] Creation of School District-Based Disaster Prevention Backgammon and Its Educational Effectiveness
Keywords:Disaster education, Community disaster prevention, Disaster awareness scale, Ability to assume disaster risk, Junior high school district
Introduction.
The Great East Japan Earthquake, which killed many people even in evacuation shelters and other places that were considered safe, has led to an emphasis on the ability to proactively assume disaster risks rather than simply trusting hazard maps. This led to an increase in the number of reports on disaster education, but the sharing of all kinds of materials and content for disaster education has not been sufficient (Ministry of Education, Culture, Sports, Science and Technology, 2007). In addition, schools, which are expected to take charge of disaster education, do not play a sufficient role because of time and financial constraints and because teachers, who are the practitioners, are not experts in disaster education in the first place. Therefore, in this study, we examined the effectiveness of education on disaster knowledge, designed and practiced a disaster education program to acquire the ability to assume disaster risks on their own, and verified the educational effectiveness of this program. The practicality of this practice is also presented, and suggestions for its implementation are also attempted.
Results and Discussion.
Damage assumption ability: Comparing before and after the training, descriptions of public/commercial facilities, roads and bridges increased, but those considering the occurrence of disasters were not so common. In contrast, after the training, students' knowledge of general natural disasters such as landslides, floods, and tsunamis, as well as descriptions of loose ground and liquefaction, which are natural predisposing factors in this area, were more common. Most of the junior high school students knew that the ground in this area was weak because it was reclaimed land and that liquefaction was likely to occur due to the weak ground before this study. However, it was only after this practice that the students answered that they assumed that they would face problems such as sinking houses and utility poles, floating manholes, damaged roads and traffic jams, and delays in rescue services due to the liquefaction. These results suggest that understanding the phenomenon of natural disasters alone does not lead to the assumption of disaster risk in the community.
Disaster Anxiety Tendency: Both the Cronbach's alpha coefficients for the disaster awareness and anxiety tendency scales showed sufficient internal consistency of more than .70. A significant weak positive association was found between the two (r=.360, p<.001). A paired t-test was then conducted to examine the changes in disaster awareness and anxiety tendency before and after the training and before and after this practice. Comparing pre- and post-training, disaster awareness significantly decreased (t=2.658, p<.05, d=0.206) and anxiety tendency significantly increased (t=-2.519, p<.05, d=-.195). In contrast, after the training, disaster awareness was maintained (t=-1.738, ns), but anxiety tendency was shown to decrease significantly (t=-2.449, p<.05, d=.926). It is very interesting to note that the “tendency to be anxious” increased after the training, while it decreased after the practice. Disaster awareness and anxiety tendency changed significantly, but there was no relationship between disaster awareness and anxiety tendency (r= -.132, ns). Although the sample size of the data is limited, it is noteworthy that statistically significant differences were found before and after this practice despite the small number of participants, and that the magnitude of substantial changes in the numerical values was also clearer than before and after the training.
These results indicate that a certain educational effect of this practice was recognized. In addition, based on the measurement results before and after the training, it can be considered that the disaster prevention center plays a role in arousing a sense of crisis in order to keep the memory of disasters from fading away. Therefore, simply reflecting on the training is not sufficient for disaster education, and it is important to use the training as an opportunity for independent learning about disaster prevention.
The Great East Japan Earthquake, which killed many people even in evacuation shelters and other places that were considered safe, has led to an emphasis on the ability to proactively assume disaster risks rather than simply trusting hazard maps. This led to an increase in the number of reports on disaster education, but the sharing of all kinds of materials and content for disaster education has not been sufficient (Ministry of Education, Culture, Sports, Science and Technology, 2007). In addition, schools, which are expected to take charge of disaster education, do not play a sufficient role because of time and financial constraints and because teachers, who are the practitioners, are not experts in disaster education in the first place. Therefore, in this study, we examined the effectiveness of education on disaster knowledge, designed and practiced a disaster education program to acquire the ability to assume disaster risks on their own, and verified the educational effectiveness of this program. The practicality of this practice is also presented, and suggestions for its implementation are also attempted.
Results and Discussion.
Damage assumption ability: Comparing before and after the training, descriptions of public/commercial facilities, roads and bridges increased, but those considering the occurrence of disasters were not so common. In contrast, after the training, students' knowledge of general natural disasters such as landslides, floods, and tsunamis, as well as descriptions of loose ground and liquefaction, which are natural predisposing factors in this area, were more common. Most of the junior high school students knew that the ground in this area was weak because it was reclaimed land and that liquefaction was likely to occur due to the weak ground before this study. However, it was only after this practice that the students answered that they assumed that they would face problems such as sinking houses and utility poles, floating manholes, damaged roads and traffic jams, and delays in rescue services due to the liquefaction. These results suggest that understanding the phenomenon of natural disasters alone does not lead to the assumption of disaster risk in the community.
Disaster Anxiety Tendency: Both the Cronbach's alpha coefficients for the disaster awareness and anxiety tendency scales showed sufficient internal consistency of more than .70. A significant weak positive association was found between the two (r=.360, p<.001). A paired t-test was then conducted to examine the changes in disaster awareness and anxiety tendency before and after the training and before and after this practice. Comparing pre- and post-training, disaster awareness significantly decreased (t=2.658, p<.05, d=0.206) and anxiety tendency significantly increased (t=-2.519, p<.05, d=-.195). In contrast, after the training, disaster awareness was maintained (t=-1.738, ns), but anxiety tendency was shown to decrease significantly (t=-2.449, p<.05, d=.926). It is very interesting to note that the “tendency to be anxious” increased after the training, while it decreased after the practice. Disaster awareness and anxiety tendency changed significantly, but there was no relationship between disaster awareness and anxiety tendency (r= -.132, ns). Although the sample size of the data is limited, it is noteworthy that statistically significant differences were found before and after this practice despite the small number of participants, and that the magnitude of substantial changes in the numerical values was also clearer than before and after the training.
These results indicate that a certain educational effect of this practice was recognized. In addition, based on the measurement results before and after the training, it can be considered that the disaster prevention center plays a role in arousing a sense of crisis in order to keep the memory of disasters from fading away. Therefore, simply reflecting on the training is not sufficient for disaster education, and it is important to use the training as an opportunity for independent learning about disaster prevention.