|Title||Disaster Prevention Education in Japanese Schools|
|Survey||Introduction||Japan is vulnerable to various natural disasters, such as earthquakes, accompanying tsunamis and crustal deformation, but we felt that the disaster education actually provided did not clearly indicate what action should be taken in the event of a tsunami, and what the meaning of that action would be, so we decided to conduct a survey. The reason why we decided to conduct the survey was because we thought that even if disaster education is provided, the concern is how much the educated people actually have a 'sense of being there at the time' and are able to 'take action' when a disaster occurs.|
|Subject||TGUISS 12th graders (30 high school sophomores)|
|Results||・ They are not aware of the damage caused by the tsunami and have few opportunities to hear from the people involved, so they do not have a clear understanding of the damage caused by the disaster. In addition, many of the respondents were not familiar with local disaster prevention activities and had never participated in community disaster drills.
・ Many students answered that they could not or rather could not make use of the disaster prevention education they learned at school in the event of an actual disaster.
|Issues||a sense of ownership even if they have received disaster education, and as a result, they are unable to make use of the knowledge they have learned in times of disaster.
・The number of people who have not experienced tsunamis is low, and there are few opportunities for them to hear from those who have experienced disasters or to participate in community disaster drills.
The proportion of people who are willing to participate in community disaster drills
|Action Plan||・Examine the curriculum for lessons on disaster education.
・The workshop classes will be held to test whether the knowledge in disaster education can be put into practice. The content of the workshops will include
(i) Ask students to express what they can do in a visible form, such as a mind map, and share it with others to deepen their thinking.
(ii) Conduct a disaster drill without telling the students that it is a disaster drill,
and determine how well they can act on the spur of the moment. Then, consider what is needed for future disaster education to accompany it. This will lead to an opportunity for the students themselves to become aware of their own inability to act on the spur of the moment, which will help them to determine what disaster education is needed in the future to protect themselves. It also has the effect of raising disaster awareness.