著者

Genta Nakano María Teresa Ramírez-Herrera Néstor Corona

出版者

Japan Society for Natural Disaster Science

雑誌

Journal of Natural Disaster Science (ISSN:03884090)

巻号頁・発行日

vol.39, no.2, pp.19-33, 2019 (Released:2019-05-13)

参考文献数

37

被引用文献数

2

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Disaster risk reduction education is provided through external support at schools. Most educational programs evaluate the level of knowledge transfer. However, the particular context of school is not considered, even though it prescribes the understanding of students. In this study, tsunami education was provided by a non-Mexican NGO at two schools in Acapulco, Mexico, and questionnaire surveys were conducted. The surveys identified that students were more interested in obtaining knowledge than learning action for their self-protection. This tendency in motivation was generated by the school context: the school teaches decontextualized knowledge despite the need to contextualize disaster education in daily life. This disparity caused a gap in the communication between the NGO members and the students. Therefore, it is important that disaster education programs remove students from the school context and place them in the context of daily life. More localized content could help remove students from the context of school. This study argues that the effectiveness of disaster education is influenced by the context in which students learn, and the findings suggest that educational practices should be designed on the basis of the context of the learners.

著者

Makoto Takahashi Shigeyoshi Tanaka Reo Kimura Masatomo Umitsu Rokuro Tabuchi Tatsuaki Kuroda Masataka Ando Fumiaki Kimata

出版者

Japan Society for Natural Disaster Science

雑誌

Journal of Natural Disaster Science (ISSN:03884090)

巻号頁・発行日

vol.29, no.2, pp.53-61, 2007 (Released:2009-04-14)

参考文献数

16

被引用文献数

3 5

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This paper is based on the results of research by the Sumatra Earthquake Interdisciplinary or Integrated Research Team, Graduate School of Environmental Studies, Nagoya University. This research shows: (1) the Sumatra Earthquake tsunami disaster damage in Banda Aceh can be divided into four areas; (2) the tsunami action was directed left and right by the Banda Aceh topography; (3) within which District I saw total destruction of housing, a high death rate, and the collapse of families; (4) with the high death rate due to a lack of earthquake-tsunami association; (5) that even in the core of housing reconstruction, the pace is slow; (6) there are four main obstacles to housing reconstruction; (7) the slow pace of the reconstruction is a function of social causes related to the size of the tsunami, the lack of established adjustment mechanisms for aid groups, the slow pace of the reconstruction in society overall, and the failure of market functions; (8) that in the case of large scale disasters, with the loss of life and home, as well as infrastructure, the collapse of society as an entity occurs as well.

著者

Katsuya YAMORI

出版者

Japan Society for Natural Disaster Science

雑誌

Journal of Natural Disaster Science (ISSN:03884090)

巻号頁・発行日

vol.30, no.2, pp.83-96, 2008 (Released:2010-08-31)

参考文献数

19

被引用文献数

14 38

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This paper reports a research study on disaster reduction education, at both a senior high school and in a local community in Japan. The research was guided mainly by the theory of “community of practice (CoP)” proposed by Lave and Wenger (1991). This theory provided a useful framework by which we achieved long-term and collaborative learning in disaster education, to deal with natural disasters with a long return period. A gaming approach was introduced in this year-long action research project, as a key medium to realize long-term and cogenerative learning by diverse stakeholders, ranging from high school students, local residents, local government workers, and disaster experts. This gaming approach covered the whole process, from co-planning, co-production, and co-dissemination of game-like education materials. The results suggested the clear superiority of cogenerative disaster education (along with a transformation of CoP structure) over conventional, knowledge internalization-oriented disaster education.