Disaster Education for Elementary School Students Using Disaster Prevention Pocket Notebooks and Quizzes
Rui Nouchi*1,*2,*3, Shosuke Sato*4, and Fumihiko Imamura*4,*5
*1Creative Interdisciplinary Research Division, Frontier Research Institute for Interdisciplinary Science, Tohoku University
4-1 Seiryo-cho, Aoba-ku, Sendai 980-8575, Japan
*2Human and Social Response Research Division, International Research Institute of Disaster Science, Tohoku University, Japan
*3Smart Ageing International Research Center, Institute of Development, Aging and Cancer, Tohoku University, Japan
*4Disaster Information Management and Public Collaboration Division, International Research Institute of Disaster Science, Tohoku University, Japan
*5Hazard and Risk Evaluation Research Division, International Research Institute of Disaster Science, Tohoku University, Japan
The Sendai Framework for Disaster Risk Reduction 2015–2030 continues to emphasize disaster education for disaster risk reduction. We developed a new disaster education package using a disaster prevention notebook and quizzes and investigated its benefits for disaster prevention and mitigation. The disaster prevention notebook was developed by the International Research Institute of Disaster Science (IRIDeS) of Tohoku University. It explains how to prevent natural disasters and how to act during natural disasters. Seventy nine elementary school students participated in the new disaster education package using disaster prevention pocket notebook and quizzes or the disaster education package with cartoons and quizzes. They answered some questions before and after learning using the educational materials. Results clearly demonstrated the beneficial effects of these disaster education programs on protective actions and the prevention actions related to disasters. We discussed the advantages of the new disaster education package on disaster education. We suggest that thinking about the situation and deciding one’s own behaviors might enhance self-regulated learning which includes metacognition, strategic action, and motivation to learn. We assume that our new disaster education would facilitate metacognition, strategic action, and motivation to learn in the self-regulation learning theory.
-  R. Shaw, Y. Takeuchi, Q. R. Gwee, and K. Shiwaku, “Disaster education: an introduction,” in “Disaster Education,” R. Shaw, K. Shiwaku, and Y. Takeuchi (Eds.), Emerald Group Publishing Limited, Bingley, pp. 1-22, 2011.
-  M. Petal, “Education in disaster risk reduction,” In “Disaster management: Global challenges and local solutions,” R. Shaw and R. R. Krishnamurthy (Eds.), Hyderabad, India: University Press, pp. 285-320, 2009.
-  S. Sato, M. Sugiura, R. Nouchi, T. Muramoto, T. Abe, A. Honda, M. Iwasaki, and F. Imamura, “An Exploratory Study of ‘Zest for Living in Disaster”: Based on Interview in the 2011 Great East Japan Earthquake Disaster,” Journal of social safety science, Vol.23, pp. 1-9, 2014.
-  S. Sato, T. Ono, M. Okada, Y. Kobayashi, and F. Imamura, “An analysis of ‘Zest for Living in Disaster,’ in Young Generation: Workshop Survey to Tagajo High School Students Affected in the 2011 East Japan Earthquake Disaster,” Proceedings of the Annual Conference of the Institute of Social Safety Science, Vol.35, pp. 21-24, 2014.
-  M. Sugiura, S. Sato, R. Nouchi, A. Honda, T. Abe, T. Muramoto, and F. Imamura, “Power to live with disasters: Eight personal characteristics suggested by the survivors of the 2011 Tohoku Earthquake,” PLoS ONE, Vol.10, pp. e0130349, 2014.
-  D. Alexander, “Scenario methodology for teaching principles of emergency management,” Disaster Prevention and Management, Vol.9, pp. 89-97, 2000.
-  R. Nouchi and M. Sugiura, “Beneficial effects of learning with game-book on education for disaster prevention in children,” Journal of Disaster Research, Vol.9, pp. 1079-1087, 2014.
-  I. Inagaki, S. Oishi, K. Sunada, and M. Yumoto, “Study of comprehenced of children’s memory constitution for disaster prevention education using a video-story,” Journal of Japan Society for Natural Disaster Science, Vol.27, pp. 401-413, 2009.
-  I. Inagaki, S. Oishi, K. Sunada, and M. Yumoto, “Study of the effect of disaster prevention education to pupils with considering regionality,” Journal of Japan Society for Natural Disaster Science, Vol.28, pp. 357-369, 2010.
-  J. Toyosawa, K. Karasawa, and N. Fukawa, “Effects of disaster education for elementary schoolchildren on their guardians’ disaster preparedness action: Change in children’s affect and cognition,” The Japanese Journal of Educational Psychology, Vol.58, pp. 480-490, 2010.
-  P. Haring, D. Chakinska, and U, Ritterfield, “Understanding Severe Gaming: A Psychological Perspective,” In “Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches,” P. Felicia (Ed.), Pennsylvania: IGI Global, pp. 413-430, 2011.
-  B. J. Zimmerman, “Becoming a self-regulated learner: Which are the key subprocesses?” Contemporary Educational Psychology, Vol.11, pp. 307-313, 1986.
-  B. J. Zimmerman, “A social cognitive view of self-regulated academic learning.” Journal of Educational Psychology, Vol.81, pp. 329-339, 1989.
-  S. Jarvela and H. Jarvenoja, “Socially constructed self-regulated learning and motivation regulation in collaborative learning groups,” Teachers College Record, Vol.113, pp. 350-374, 2011.
-  B. J. Zimmerman, “Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects,” American Educational Research Journal, Vol.45, pp. 166-183, 2008.
-  C. A. Wolters, “Regulation of motivation: Contextual and social aspects,” Teachers College Record, Vol.113, pp. 265-283, 2011.
-  R. N. Carney and J. R. Levin, “Pictorial illustrations still improve students’ learning from text,” Educational Psychology Review, Vol.14, pp. 5-26, 2002.
-  H. Shimada and M. Kitajima, “Why do illustrations promote comprehension of manuals? Effects of motivation and elaboration,” Japanese Journal of Educational Psychology, Vol.56, pp. 474-486, 2008.
-  T. Motoyoshi, K. Takao, and S. Ikeda, “Determinants of household- and community based disaster preparedness,” Japanese Journal of Social Psychology, Vol.23, pp. 209-220, 2008.
-  J. K. Kiecolt and J. M. Nigg, “Mobility and perception of a hazardous environment,” Environment & Behavior, Vol.14, pp. 131-154, 1982.