Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”

Paper:

Proposing A Multi-Hazard Approach to Disaster Management
Education to Enhance Children’s “Zest for Life”:
Development of Disaster Management Education Programs
to Be Practiced by Teachers
Toshimitsu Nagata∗,† and Reo Kimura∗∗∗

Utsunomiya Local Meteorological Office of Meteorological Agency
1-4 Akebono-cho, Utsunomiya, Tochigi 320-0845, Japan†
Corresponding author, E-mail: nagata@met.kishou.go.jp∗∗ School of Human Science and Environment, University of Hyogo, Hyogo, Japan[Received August 6, 2016; accepted January 6, 2017]

This study reviews the current situation and problems
in disaster management education in schools in Japan,
proposes systematic programs for elementary and junior high school students, and the proposed programsare verified and evaluated in different schools. The
programs aim to educate the students of the correctknowledge on various natural disasters and enhancetheir capacities to forecast and avoid the risks on theirown initiatives.
The programs have an advantage that it can be implemented by teachers who can practice disaster management education in the ordinary learning process forelementary and junior high school students in schools;
disaster management specialists are not needed for its
implementation.
Prior to the development of the programs, an awareness survey was conducted to both elementary and junior high school students and teachers regarding theirlevel of “consciousness of the crisis of school safety
caused by natural disasters, among others.” The results of the survey revealed that “the disaster management education based on earthquake disaster is effective for students and teachers as a starting point of
the learning, since they have already experienced anearthquake and a disaster drill targeting earthquake
in their lives.” Thus, the proposed education programs
have been designed that earthquake and other natural
hazards disaster management education are practiced
not separately but jointly to foster children’s “zest forlife” at a time of natural disasters. The proposed two
programs correspond to earthquake and tornado, andeach program consists of three parts. The teachingmaterials, such as the proposed guidance and worksheet, have been prepared using editable files to allow
teachers to edit the content by themselves.
A survey method based on the ADDIE process of instructional design is adopted. In the ADDIE process,effectiveness of the proposed education programs ismeasured through the students’ self-assessment on theextent to which the programs’ learning objectives havebeen attained. Consequently, the proposed programs
Journal of Disaster Research Vol.12 No.1, 2017

are evaluated by measuring the degree of attainment
several times: before, during, and after the implementations. As a result of the evaluation, the earthquake and tornado disaster management education
programs proved to be highly effective for education.
Findings also proved that the knowledge acquired andcapabilities improved through the proposed programs
can be maintained by repeating the practice of the programs.
In carrying out this study, cooperation with disasterprevention organizations and educational institutions
was indispensable. To further realize such cooperation, this study proposes that the specific educational
institutions, Prefectural Board of Education, Municipal Board of Education, and model schools that are
willing to implement the programs must cooperatewith one another.
Keywords: Earthquake Early Warning, tornado disaster,general policies regarding curriculum formulation, package of decision-making process, disaster response exercise

1. Introduction
1.1. Natural Disaster in Japan in Recent Years
Japan is vulnerable to various natural disasters deriving from its geographical, topographical, and meteorological conditions. It is located on the circum-Pacific mobile
belt, a region where volcanos are active and the earth’s
crust is moving at geographically rapid rate causing frequent earthquakes. Although it covers only 0.25% of theworld’s land area, the occurrence of an earthquake and thenumber of distribution of active volcanos in the country
are extremely high.
The March 2011 earthquake off the Pacific coast of Tohoku was a magnitude of 9.0, the highest ever recordedin Japan. Seismic intensity of 7 was observed in Miyagi
Prefecture and strong shake in most areas in the eastern
17

Nagata, T. and Kimura, R.

part of Japan. This earthquake caused a huge tsunami
resulting in the immense and wide-area damage aroundthe Pacific coast of the eastern part of Japan. For the
first time in Japan, in the Kumamoto Earthquake that occurred in April 2016, a series of magnitude-7 earthquakes
struck the same area twice. This earthquake caused atremendous damage, including loss of lives and the destruction of about 160,000 houses. Other kinds of natural
disasters also result in loss of lives and properties every
year because of Japan’s unique characteristics. Examplesof these are the tornado disasters in Ibaragi and Tochigi
Prefectures in September 2012 and Saitama Prefecture in
September 2013, a large-scale sediment disaster triggeredby the heavy rain in Hiroshima Prefecture in August 2014,
and the Mount Ontake eruption in September 2014, whichis thus far the worst volcanic eruption after the war.
Japan has taken measures against these major natural
disasters. For example, the disaster prevention and mitigation measures for the immense and wide-area damage
following the Nankai Trough Earthquake or any earthquake that hits Tokyo area directly were planned in cooperation with the central and local governments and research institutions. The disaster response exercises havebeen promoted actively in the areas where such damage
supposedly occurs. However, according to the “White Paper on Disaster Management 2016” published by the Cabinet Office of the Japanese Government [1], the disastermanagement measures for a maximum level of damage
have not yet been completed since the Great East Japan
Earthquake in 2011. The White Paper argued that citizens
and companies still lack sufficient knowledge on disaster preparedness, including ways to address disaster risks
based on their own initiatives. Thus, intangible measures,such as disaster management education and response exercises, are deemed equally important as tangible ones,
such as strengthening of infrastructures for disaster prevention and mitigation, in enhancing disaster awarenessand preparedness in everyday life. Intangible measures,in particular, lead to raising of awareness of “self-help,”
which means one’s own life must be protected by oneself.

1.2. Current Status and Problems in Disaster Management Education
Disaster management education is defined as the education aiming at prevention of disaster and minimizationof damage through a swift and an appropriate response todisaster when the disaster already occurred [2].
After the Great East Japan Earthquake, the Ministryof Education, Culture, Sports, Science and Technology(MEXT) founded “the Council on Disaster Education andDisaster Management after the Great East Japan Earthquake” [3], indicating a “promotion of the disaster management education to enhance the capacities to forecast
the risk and avoid it” as an orientation for the policies
on disaster management education in schools in the future. The “Development of Disaster Management Education to Foster ‘Zest for Life”’ [4] and “Guidelines for
Disaster Management in Schools in Preparation for Earth18

quakes and Tsunami Disasters,” [5] which contain information on disaster preparedness and reference examplesof evacuation drill, have been developed and distributed
among schools. Since 2004, a number of experts on
disaster management education have been operating thewebsite on “Disaster Management Education ChallengePlan” [6], in cooperation with the MEXT, Fire Defense
Agency, and National Institute for Educational Policy Research, among others. This website introduces several
examples of highly motivated activities on disaster management education in schools, where disasters have already been experienced or the risk of disaster is imminent.
Nishira et al. [7] and Fujioka et al. [8] proposed practicalstudies in schools, including the development of materials
and games for disaster management education. Ichii [9]provided summaries of the books and picture books to be
used as reference materials in carrying out disaster management education in schools and guides on ways to use
these materials, such as games for disaster management
education that have been developed by other researchers.
Moreover, Kimura et al. [10] presented various methodsof implementing “disaster management literacy.”
The author has also supported the disaster management
education in schools, such as elementary, junior high, andhigh schools in the Kanto Region, especially since theGreat East Japan Earthquake. The author has undertaken
the disaster management education and drills in certain
schools to learn not only the attitudes toward disaster but
also the appropriate knowledge on disaster and capabilities to respond to potential risks for schoolchildren to protect themselves from various natural disasters (for examples, see [11–13]). However, in essence, schoolteachers
do not develop disaster management expertise in teacher
training course, as they are only trained with respect to thechallenges on schoolchildren’s psychological and physical health, such as bullying and refusal to go to school,and school safety, such as bicycle accident and problems
caused by SNS. Accordingly, schoolteachers find it difficult to teach systematically the mechanism of occurrenceof natural disaster and the appropriate behaviors to respond to it in their classes [14, 15].
For example, several schools in Tochigi Prefecture,
which is the focus of this study, carry out evacuation drills
regularly as part of disaster management education, butthey do not consider specific local conditions, such as thenatural environment surrounding each school.

1.3. Objectives of this Study
This study reviews the current situation and problems
in disaster management education programs in schools,
and then proposes a systematic one for students to learn
the correct knowledge on various natural disasters and enhance their capacities to forecast the risk and avoid it on
their own initiatives. The availability of such programs
is verified in schools. This study is based on the abovefindings indicating that disaster management specialists,
including teachers, do not necessarily study to be qualified in implementing such programs. Nevertheless, they
Journal of Disaster Research Vol.12 No.1, 2017

Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”

carry out such programs that build on the regular curriculum for students in a school.
This study focuses on earthquake and tornado, and proposes disaster education programs on both disasters thatare designed to be practiced not separately but jointly tofoster “zest for life” of students at a time of natural disasters. How disaster experts cooperate with educational
institutions under these proposed programs is also examined in this study.
This study covers Tochigi Prefecture in the northernpart of the Kanto Region in Japan. Tochigi Prefecture isunder the jurisdiction of the Utsunomiya Local Meteorological Office of the Meteorological Agency with which
the author is affiliated. The prefecture is among the seven
prefectures in the Kanto Region, which includes Tokyo
Metropolis, and has 1.98 million people. The prefectural
capital is Utsunomiya City, a core city located at the center of the prefecture. It is an inland prefecture without
seashore along its boundary. The Nikko National Park is
located in Tochigi Prefecture and has famous tourist resorts, such as Nikko and Nasu. As regards the natural disasters from which Tochigi Prefecture suffered in recent
years, a strong tremor with a seismic intensity of morethan 6 was recorded during the 2011 Tohoku Earthquake,
resulting in physical damage (e.g., completely destroyedhouses) and loss of lives. Other natural disasters thatcaused similar damage are the yearly tornado in recent
years and the Kanto and Tohoku Heavy Rain in September 2015, which triggered a sediment disaster and severe
flooding.

1.4. Instructional Design
The ADDIE process (hereafter referred to as “ADDIE”) [17], a systematic instructional design model, hasbeen adopted to develop the proposed disaster management education programs for earthquake and tornado. Instructional design is a learning theory in the fields ofpedagogy, psychology, and educational technology and isdefined as “the model or research field synthesizing themethods to enhance effectiveness, efficiency, and attractiveness of educational activities and the processes to realize the learning environment, such as teaching materials and classes, by adopting such model or research field”(Suzuki, 2006) [16].
Instructional design is focused not on teaching itself but
on support of the learning process. It builds the framework necessary to promote the intentional learning ofleaners effectively, that is, the question of “how” “who”
learns “what” and how learning is supported. This is amethod aiming at designing a better learning environment
comprehensively. By adopting this method, a concrete
plan can be made to achieve an optimal learning effectin school while recognizing the intention of the leaner.
In this study, the ADDIE process in the proposed educational programs involves a review of the objectives andrequirements in implementing classes and trainings, suchas those for the leaners, purpose of learning, problems inschools, and contents of disaster management education.
Journal of Disaster Research Vol.12 No.1, 2017

The ADDIE contributes to the efforts in creating effective
teaching materials by following the cycle of Analysis, Design, Develop, Implementation, and Evaluation.
Kimura and Tamura et al. [18] and Tamura [19] areamong the previous studies that employ instructional design for the development of educational programs. They
designed the drill and training programs based on theframework of ADDIE, verified the effectiveness of the
proposed guidance and trainings with their learning objectives, and argued the efficacy of such programs.

2. Current Status of Risk Consciousness
2.1. Objective of the Survey
The author observed the following while participatingin the activities in Tochigi Prefecture: although earthquake trainings are planned systematically for a span of
one year, those on other natural disasters are mentioned
simply in science classes and no curriculum guidelines
have been developed to protect students from these natural disasters. Among the concerns raised by the teachers
is that they guide their students only based on the knowledge they have acquired from their own experiences, andthus they lack the knowledge on how disaster management education is practiced in a concrete way.
Therefore, the author hypothesizes that a multi-hazard
approach to disaster management education is an effective method. First, earthquake is selected as an introduction theme of the disaster management education to be
carried out and continued in schools, and then the appropriate knowledge and behaviors to respond to other natural disasters are taught expansively. After these two procedures, the students are expected to respond to various
natural disasters appropriately.
Thus, in May 2016, a “questionnaire on risks in thesurroundings” was conducted to elementary students andteachers in Tochigi Prefecture to identify their risk consciousness of school safety at a time of natural disaster. The aim of the questionnaire was to know whether
the proposal mentioned above would be accepted by thestudents and teachers and determine the current situation
with respect to their risk consciousness. On the basis of
the findings of the questionnaire survey, the author would
like to know whether the hypothesis of this study is adequate for the promotion of the proposed disaster management education in all areas in Tochigi Prefecture.

2.2. Outline of the Survey
This study analyzed the completed questionnaires obtained from 266 students from the second to the sixth
grade in two elementary schools in Tochigi Prefecture.
Although an exhaustive survey or a sampling targeting all
the elementary schools in the prefecture is ideal, coordination among schools in advance is required in such situation. Hence, only the elementary schools recommended
by the Board of Education were selected in this survey.
19

Nagata, T. and Kimura, R.

Fig. 1. Questionnaire on risks in the surroundings.

The survey asked how vivid the students’ and teachers’
impressions are of each risk mentioned in the 20 question items regarding school safety, including disaster, traffic, and school life safety, and crime prevention. Referring to the “Development of Disaster Management Education to Foster ‘Zest for Life’,” which the MEXT developed, the risks mentioned in the 20 question items wereselected from the “Miyagi Basic Guidelines for Disaster
Management Education,” [20] which the Board of Education in Miyagi Prefecture formulated; such guidelines
outline the concrete direction on school safety. Moreover,the 20 question items were selected based on whether the20

students could answer them within the reasonable time
without excessive burden, according to the opinions of theconcerned schools. These 20 question items were classified into 12 items on disaster safety and 4 each on trafficand school life safety (Fig. 1).
The following instruction is provided at the beginningof the questionnaire: “If you have encountered the following events in your daily life and could imagine the situation vividly, what kind of damage would such situation
cause and how you would be inconvenient by it? Pleasemark the applicable number with a circle.” After the instruction, the 20 risk items to which the students respond

Journal of Disaster Research Vol.12 No.1, 2017

Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”

㻺㻌㻩㻌㻞㻢㻢

㻵㻌㼏㼍㼚㻌㼕㼙㼍㼓㼕㼚㼑㻌㼢㼕㼢㼕㼐㼘㼥㻌㼍㼚㼐㻌㼏㼘㼑㼍㼞㼘㼥㻵㻌㼏㼍㼚㻌㼕㼙㼍㼓㼕㼚㼑㻌㼙㼛㼐㼑㼞㼍㼠㼑㼘㼥

䠎䠊Anearthquakeoccurs.

78.3

䠍䠑䠊Asuspiciouspersonenterstheschool.

75.4㻵㻌㼏㼍㼚㻌㼕㼙㼍㼓㼕㼚㼑㻌㼟㼘㼕㼓㼔㼠㼘㼥㻵㻌㼏㼍㼚㻌㼔㼍㼞㼐㼘㼥㻌㼕㼙㼍㼓㼕㼚㼑

18.4

2.9 0.5

18.4

4.8

1.4

6.3

2.4

7.2

3.9

䠍䠒䠊Astrangertalkstoorasksmeaboutsomethingonmywayhomefromschool.

67.6

䠑䠊Itrainsheavilysuddenly.

65.7

23.2

䠍䠍䠊Atyphoonstrikes.

63.3

24.2

8.7

3.9

23.7

䠕䠊Aroadorabuildingisinundated.

60.4

䠍䠊Fireoccurs.

59.4

䠒䠊Lightningstrikes.

58.5

23.2

13.5

4.8

䠍䠔䠊Encountersanaccidentwhileridingabicycle.

57.0

29.5

8.7

4.8

䠍䠎䠊Itsnowsheavily.

57.0

䠍䠏䠊Injuredseriouslyatschool.

55.1

25.1

10.1

32.9

4.3
1.9

5.8

23.7

4.3

15.0

33.3

9.2

2.4

䠍䠐䠊EncountersanaccidentorisinjuredduringanoffͲ
campuslearning.
䠍䠓䠊Encountersanaccidentwhilewalkingonaschoolroadorasidewalk.

53.6

31.4

9.7

53.1

29.5

13.5

3.9

䠍䠌䠊Amountainoracliffcollapses.

53.1

29.5

13.5

3.9

䠎䠌䠊Encountersaminorcollisionwithamotorcycleoracar.

52.7

䠔䠊Riverflooding.

52.2

23.2

16.9

30.4

7.2

10.6

䠓䠊Atornadoappears.

49.3

27.5

18.8

䠍䠕䠊Encountersanaccidentwhileridingonabusorinatrain.

48.8

30.4

15.0

䠏䠊Atsunamistrikes.

46.9

34.3

14.0

䠐䠊Avolcanoerupts.

32.4
0%

10%

36.2
20%

30%

40%

50%

70%

80%

6.8
4.3

21.7
60%

5.3

5.8
4.8
9.7

90%

100%

Fig. 2. Questionnaire on risks in the surroundings/aggregated answers of students by item.

on a four-stage quantitative evaluation (i.e., “I can imagine vividly and clearly, I can imagine moderately, I canimagine slightly, I can hardly imagine.”).
In addition, a questionnaire survey was conducted toteachers, who are mainly in charge of school safety, in selected public schools in Tochigi Prefecture. The questionnaires were distributed at the reception desk of the disaster management training for teachers, and then retrieved
when the training ended by placing them into a box. The
questionnaires distributed to the teachers also contain thesame 20 items.

2.3. Concrete Image of Risk
The extent of how each risk is imagined was derived
based on the findings of the survey. The scores were
calculated and arranged in descending order; the option“imagine vividly and clearly” was assigned with the highest score.
Reviewing the findings on the students (n = 266), therisk that was marked mostly with “imagine vividly andclearly” is “2. Earthquake” (78.3%). Hence, an earthquake is supposedly imagined vividly because it is experienced frequently in Japan, and thus evacuation drills forearthquakes are exercised regularly in schools. The risks
with the next highest scores are “15. Intrusion of a suspicious person” (75.4%) and “16. Talked to or asked by
Journal of Disaster Research Vol.12 No.1, 2017a stranger about something” (67.6%). Such high results
could be attributed to the schools being located in the residential areas and the regular implementation of educationthat targets suspicious person. The following other risks
are listed in decreasing order of scores: “5. Sudden heavyrain” (65.7%), “11. Typhoon” (63.3%), “9. Flooding”(60.4%), “1. Fire” (59.4%), “6. Thunder” (58.5%), “18.
Bicycle accident” (57.0%), “12. Heavy snow” (57.0%),“13. Injury at school” (55.1%), “14. Injury outside theschool” (53.6 %), “17. Accident on school road” (53.6%),“10. Landslide” (53.1 %), “20. Minor collision” (52.7%),“8. River flooding” (52.2 %), “7. Tornado” (49.3%), “19.
Accident while riding a vehicle” (48.8%), “3. Tsunami”(46.9%), and “4. Volcanic eruption” (32.4 %) (Fig. 2).
As regards findings on the teachers (n = 573), the risk
with the highest score of “imagine vividly and clearly”
is “2. Earthquake” (46.4%). The following other risks
are listed in decreasing order of scores: “11. Typhoon”(45.7%), “13. Injury at school” (45.2%), “5. Sudden
heavy rain” (42.9%), “20. Minor collision” (40.3%),“18. Bicycle accident” (40.0%), “12. Heavy snow”(38.4%), “17. Accident on school road” (38.0%), “1.
Fire” (37.5%), “14. Injury outside the school” (36.0%),“16. Talked to or asked by a stranger about something”(30.7%), “15. Intrusion of a suspicious person” (26.5 %),“8. River flooding” (26.2%), “6. Thunder” (24.3%), “9.
Flooding” (23.7%), “19. Accident while riding a vehicle”
21Nagata, T. and Kimura, R.

㻺㻌㻩㻌㻡㻣㻟

㻵㻌㼏㼍㼚㻌㼕㼙㼍㼓㼕㼚㼑㻌㼢㼕㼢㼕㼐㼘㼥㻌㼍㼚㼐㻌㼏㼘㼑㼍㼞㼘㼥㻵㻌㼏㼍㼚㻌㼕㼙㼍㼓㼕㼚㼑㻌㼙㼛㼐㼑㼞㼍㼠㼑㼘㼥㻵㻌㼏㼍㼚㻌㼕㼙㼍㼓㼕㼚㼑㻌㼟㼘㼕㼓㼔㼠㼘㼥㻵㻌㼏㼍㼚㻌㼔㼍㼞㼐㼘㼥㻌㼕㼙㼍㼓㼕㼚㼑

䠎䠊Anearthquakeoccurs.

46.4

49.9

3.0

䠍䠍䠊Atyphoonstrikes.

45.7

51.3

3.0 0.0

䠍䠏䠊Injuredseriouslyatschool.

45.2

50.3

4.5 0.0

䠑䠊Itrainsheavilysuddenly.

0.7

42.9

52.2

4.5 0.3

䠎䠌䠊Encountersaminorcollisionwithamotorcycleoracar.

40.3

53.6

6.1 0.0

䠍䠔䠊Encountersanaccidentwhileridingabicycle.

40.0

54.8

5.2 0.0

䠍䠎䠊Itsnowsheavily.

38.4

47.6

12.9

1.0

䠍䠓䠊Encountersanaccidentwhilewalkingonaschoolroadorasidewalk.

38.0

56.0

5.6 0.3

䠍䠊Fireoccurs.

37.5

56.5

5.2 0.7

䠍䠐䠊EncountersanaccidentorisinjuredduringanoffͲ
campuslearning.
䠍䠒䠊Astrangertalkstoorasksmeaboutsomethingonmywayhomefromschool.

36.0

56.5

7.2

30.7

57.1

䠍䠑䠊Asuspiciouspersonenterstheschool.

26.5

56.5

䠔䠊Riverflooding.

26.2

54.5

䠒䠊Lightningstrikes.

24.3

䠕䠊Aroadorabuildingisinundated.

23.7

䠍䠕䠊Encountersanaccidentwhileridingonabusorinatrain.

15.7

䠍䠌䠊Amountainoracliffcollapses.

12.2

䠏䠊Atsunamistrikes.

8.9

䠐䠊Avolcanoerupts.

58.6

19.2

䠓䠊Atornadoappears.

0%

30%

0.9
3.0
0.9

29.5

3.7

34.2

40%

1.7

19.4

51.1

20%

1.0

16.2

46.4

33.7
10%

1.0

20.2

60.6

30.4

4.7

11.2
15.9
17.6

53.1

50%

7.2

39.8

20.9

41.0

20.6

60%

70%

0.3

80%

90%

100%

Fig. 3. Questionnaire on risks in the surroundings/aggregated answers of teachers by item.

(19.2%), “7. Tornado” (15.7%), “10. Landslide” (12.2%),“3. Tsunami” (8.9%), and “4. Volcanic eruption” (4.7%)(Fig. 3).
In summary, an earthquake is the risk that can be imagined most vividly among all the 20 items, as both students and teachers have experienced it in their lives andevacuation drills for earthquakes are exercised regularly
in schools. Other risks, which have high incidence andare highlighted frequently inside and outside the school,
can also be imagined vividly to a certain extent. Theseother risks include the storm, flooding caused by heavy
rain and typhoon, suspicious persons, and injuries. However, the risks, such as tornado, flooding, sediment disaster, and volcanic eruption, which has occurred in Tochigi
Prefecture in recent years, can be imagined relatively lessthan the others.

2.4. Factor Analysis of Risk Image
Factor analysis (maximum likelihood method with Promax rotation), which is a kind of multivariate analysis andoften used to search the relation among multiple variables,
was performed to determine the relation among the risks
based on the findings of the survey conducted to students
and teachers.
The following four factors were extracted as a result of
the analysis of the students (n = 266) (Fig. 4). The first
22

factor represented by traffic accident and suspicious persons is termed “Risks coming from the world outside ofhome and school, such as traffic accident and suspicious
persons.” The second is represented by tornado and volcanic eruption; it is termed “Risk of the natural disasterthat is not clearly considered as ‘my concerns’.” The third
one represented by earthquake and sudden heavy rain istermed “Risk of the natural disaster that is often observed
and experienced in the surroundings.” The fourth one istermed “Risk of injury,” which occurs in daily life. Taking the findings of the analysis into consideration, the following guidance is regarded as effective to raise students’and teachers’ risk consciousness in a comprehensive way.
That is to say, the risk of an earthquake, which is classified under the third factor and has been experienced by
the students in their lives including the evacuation drillsin schools, is set as a starting point of learning. Then, therisk of tornado and volcano, which is classified into second factor and is not so familiar for the schoolchildren, isassociated as the possible risk in their surroundings.
On the other hand, a similar survey was conducted withschoolteachers (n = 573) and the following 4 factors wereextracted (Fig. 5). The first factor, represented by traffic accident and suspicious persons, is termed “Risk fortraffic safety and school safety.” The second one, represented by typhoon and flood, is termed “Risk of storm
and flood disaster caused by typhoon, etc.” The third one,
Journal of Disaster Research Vol.12 No.1, 2017

Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”

Elementarystudents
N=266

Itemstobeobserved(riskinthesurroundings)
15.Asuspiciouspersonenterstheschool.

䛆Factor1䛇
Riskcomingfromtheworldoutsideofhomeandschool(trafficaccidentand
suspicious persons, etc.)“Trafficandcommunitysafety”

17.Encountersanaccidentwhilewalkingonaschoolroadorasidewalk.
18.Encountersanaccidentwhileridingabicycle.
20.Encountersaminorcollisionwithamotorcycleoracar.
19.Encountersanaccidentwhileridingonabusorinatrain.
16.Astrangertalkstoorasksmeaboutsomethingonmywayhomefromschool.

Factorloading
Factor1 Factor2 Factor3 Factor4 Communality
.765

Ͳ.174

Ͳ.033

.089

.447

.722

Ͳ.146

.004

.214

.554

.654

Ͳ.016

Ͳ.012

.044

.431

.537

.343

Ͳ.020

Ͳ.118

.582

.516

.222

.033

.102

.608

Ͳ.116

.134

.389

.510

.136

12.Itsnowsheavily.

.296

.270

.019

.125

.381

䛆Factor2䛇

10.Amountainoracliffcollapses.

Ͳ.132

.938

Ͳ.201

.046

.553

Riskofnaturaldisaster thatisnot
considered clearlyas“myconcerns”

3.Atsunamistrikes.

Ͳ.096

.622

.097

.196

.527

4.Avolcanoerupts.

.198

.538

.059

Ͳ.052

Ͳ.519

7.Atornadoappears.

.007

.440

.144

.167

.418

8.Riverflooding.

.045

.373

.364

Ͳ.193

.430

9.Aroadorabuildingisinundated.

.111

.364

.111

.191

.424

5.Itrainsheavilysuddenly.

Ͳ.019

Ͳ.306

.817

.123

.446

2.Anearthquakeoccurs.

Ͳ.224

.063

.597

.158

.323

1.Fireoccurs.

.036

.207

.489

Ͳ.086

.419

11.Atyphoonstrikes.

.327

.063

.395

Ͳ.214

.417

6.Lightningstrikes.

.116

.121

.370

.109

.365

14.EncountersanaccidentorisinjuredduringanoffͲcampuslearning.

.161

.222

.014

.612

.734

13.Injuredseriouslyatschool.

“Disastersafetybasedonbasic
knowledge”

䛆Factor3䛇
Riskofnaturaldisaster thatisoften
observed andexperienced inthesurroundings“Disastersafetylearntfrom
disasterresponseexercise,etc.”

䛆Factor4䛇
Riskofinjury“Schoolandcommunitysafety
(FirstͲaidtreatment)”

.237

Ͳ.040

.050

.545

.479

Factorcontribution

6.5

6.4

5.1

3.3

21.3

Contributionratio(%)

37.6

4.3

2.7

2.6

47.2

Methodofextractionoffactor:maximumlikelihoodmethod
䚷Rotationmethod:PromaxrotationwithKaisernormalizationa.Rotationisconverged byrepeating 8times.

Fig. 4. Questionnaire on risks in the surroundings/factor analysis on students.

represented by tornado and volcanic eruption, is termed“Risk of natural disasters that are unfamiliar and cannot
be imagined easily.” The fourth one, consisting of earthquake and fire, is termed “Risk of natural disasters thatcan be imagined, including how to respond to it.” Although the construction of the factors is different from thecase of the students, the following guidance is regarded as
effective to raise teachers’ risk consciousness in a comprehensive way. The disaster response exercise, which can be
imagined easily and has already been targeted frequently
for evacuation drills, is first practiced for earthquake andfire. Next, the volcanic and tornado disasters, which are
difficult to be imagined, are associated as part of disastermanagement education.

2.5. Applicability of the Survey Findings to Tochigi
Prefecture in Particular and Japan in General
According to the “Opinion Poll on Tochigi Prefectural
Government 2014” (covering the whole prefecture, twostage stratified random sampling, selection, n = 1, 318) as
regards consciousness of disaster prevention of the residents of Tochigi Prefecture who seldom suffer from largescale disasters, the answers to the question “What kind of
Journal of Disaster Research Vol.12 No.1, 2017

disaster do you feel most uneasy about in your daily life”
are as follows: “Earthquake” (66.2%), “Damage caused
by a tornado, etc.” (9.7%), “Fire” (8.5%), “Typhoon andflood” (5.6%), “Lightning damage” (4.4%), “Snow damage” (0.8%), “Volcanic eruption” (0.7%), and “Others or
no answer” (4.0%) [21].
Although the questionnaire was not answered by multiple answers, less than 70 percent of all the residents ofTochigi Prefecture are conscious of the risk of an earthquake, but they are less conscious of that of a tornado
disaster, a storm, and flooding.
Meanwhile, according to the “Opinion Poll on Disaster Management 2013” (covering the entire country, multiple answers are allowed, n = 3, 110), which was conducted by Japan’s Cabinet Office, the answers to the question “Have you ever imagined vividly that you would suffer from natural disaster” are as follows: “Earthquake”(80.4%), “Damage caused by a tornado, gust of wind,
and typhoon, etc.” (48.1%), “River flooding” (19.6%),“Tsunami” (17.8%), “Landslide” (13.2%), “Heavy snow,”(9.7%), “Volcanic eruption” (5.9%), “High tide,” (3.5%)and “Others” (9.4%) [22]. The level of consciousness of
the risk of a storm, flooding, and a tornado across the23

Nagata, T. and Kimura, R.

Teachers
N=573

Itemstobeobserved(riskinthesurroundings)

Factorloading
Factor1 Factor2 Factor3 Factor4 Communality
.953

Ͳ.035

Ͳ.100

Ͳ.056

.736

.926

Ͳ.073

Ͳ.014

Ͳ.003

.761

.811

.079

Ͳ.082

Ͳ.058

.624

.746

Ͳ.065

.027

.008

.393

.646

.101

.112

Ͳ.166

.473

.608

.090

.034

.068

.536

15.Asuspiciouspersonenterstheschool.

.491

Ͳ.057

.238

.035

.393

13.Injuredseriouslyatschool.

.467

.110

Ͳ.060

.237

.466

䛆Factor2䛇

8.Riverflooding.

Ͳ.041

.874

.055

Ͳ.107

.669

Riskofastormandflooddisaster caused
byatyphoon,etc.(Flooddisaster and
inundation)

9.Aroadorabuildingisinundated.

.004

.834

.025

Ͳ.099

.628

5.Itrainsheavilysuddenly.

Ͳ.018

.618

Ͳ.102

.196

.476

.108

.426

.113

.109

.427

.172

.353

Ͳ.097

.305

.446
.294

18.Encountersanaccidentwhileridingabicycle.

䛆Factor1䛇
Riskoftrafficandschoolsafety“Trafficandcommunitysafety”

17.Encountersanaccidentwhilewalkingonaschoolroadorasidewalk.
20.Encountersaminorcollisionwithamotorcycleoracar.
16.Astrangertalkstoorasksmeaboutsomethingonmywayhomefromschool.
19.Encountersanaccidentwhileridingonabusorinatrain.
14.EncountersanaccidentorisinjuredduringanoffͲcampuslearning.

“Disastersafety,Plananddrillfor 6.Lightningstrikes.
astormandflooddisaster”
11.Atyphoonstrikes.

䛆Factor3䛇
Riskofnaturaldisaster thatisunfamiliar
andcannotbeimaginedeasily

12.Itsnowsheavily.

.110

.291

.063

.172

4.Avolcanoerupts.

Ͳ.032

Ͳ.020

.919

Ͳ.079

.736

3.Atsunamistrikes.

Ͳ.020

Ͳ.099

.728

.154

.556

.021

.208

.574

Ͳ.064

.477

.036

.229

.355

.100

.375

“Disastersafety,Raiseawareness 10.Amountainoracliffcollapses.
ofvolcaniceruption,tsunami,
7.Atornadoappears.
landslide,andtornadohazards”

䛆Factor4䛇
Riskofnaturaldisaster thatcanbe
imaged,includinghowtorespond toit“Schoolandcommunitysafety
(earthquakeandfire)”

2.Anearthquakeoccurs.

Ͳ.162

.073

Ͳ.039

.890

.695

1.Fireoccurs.

.151

Ͳ.129

.170

.618

.536

Factorcontribution

6.7

6.0

4.6

4.8

22.1

Contributionratio(%)

39.3

7.2

4.6

3.2

54.3

Methodofextractionoffactor:maximumlikelihoodmethod
Rotationmethod:PromaxrotationwithKaisernormalizationa.Rotationisconverged byrepeating 8times.

Fig. 5. Questionnaire on risks in the surroundings/factor analysis on teachers.

country is higher than that of the Tochigi Prefecture.
The findings of the two polls indicate that earthquake
crosses most Japanese’s minds when they hear the word
“disaster.” Thus, setting earthquake as a starting point oflearning to understand other natural disasters eventuallyis assumed to be an effective and a comprehensive way ofraising risk consciousness in not only Tochigi Prefecture
but also other parts of Japan.

3. Development of Disaster Management Education Programs
3.1. Outline of the Programs
The disaster management education programs developed in this study correspond to two kinds of natural hazards, namely, earthquake and tornado. The programs weredeveloped based on the ADDIE process of instructional
design, a learning theory. It was designed so that eacheducational program is not necessarily conducted by disaster management specialists, as the teachers themselves
can teach the lessons in the regular learning process forstudents.
24

The objective of the educational programs is to teachstudents of the correct knowledge on natural disasters andenhance their capacities to forecast the risks and avoid
them; in other words, the programs aim to foster “zestfor life” among the students. Moreover, the students
can learn the “package of recognition, judgment, and action” through disaster response exercises. The intensionof learning, ways on how to proceed in class and apply
the educational materials, and notes on guidance are mentioned understandably. Word and PowerPoint files, withhigh versatility, are provided to incorporate teachers’ originality and ingenuity into the programs in accordance tothe characteristics of the school and the students’ developmental stage. The programs allow much flexibility to
be reproduced and redirected.

3.2. The Proposed Earthquake Disaster Management Education Programs
The “Earthquake Disaster Management Education Programs” developed in this study aim for students to learn
the correct knowledge on Earthquake Early Warning andthe voluntary and appropriate behaviors after an issuance
Journal of Disaster Research Vol.12 No.1, 2017

Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”

Fig. 6. Earthquake disaster management programs/a teacher’s guide (step 1).

of an Earthquake Early Warning.
Earthquake Early Warning is a forecast and warning forseismic motion to be disseminated as quickly as possible.
The process involves analyzing the data observed by thenearest seismograph to the epicenter, estimating the epicenter and the magnitude of the earthquake immediately,
and forecasting the arrival time of the principal shock andthe seismic intensity at each place. The Meteorological
Agency issues such warning, which is considered an urgent information that must be gathered every second, andit takes only several seconds to several tens of seconds
from its issuance to the arrival of a strong shock. Accordingly, it is required to respond to the Earthquake Early
Warning instantly when hearing it. To be able to save
one’s own life, it is essential that one learns how to respond similar to a conditioned reflex one this warning isissued. In “the Council on Disaster Education and Disaster Management after the Great East Japan Earthquake”
and “Plan for Promotion of School Safety” [23], among
others, the evacuation drill using Earthquake Early Warning is recommended as a method for disaster management
education and drill to learn how to behave based on theinitiatives of the learners.
The “Earthquake Disaster Management Education Programs” developed in this study consists of a teacher’s
guide (Fig. 6), a worksheet (Fig. 7), a program for disaster
response exercise (Fig. 8), and a questionnaire for review

Journal of Disaster Research Vol.12 No.1, 2017

Fig. 7.
Earthquake disaster management programs/
worksheet (for teachers).

25

Nagata, T. and Kimura, R.

Fig. 8. Program for disaster response exercise using the earthquake early warning (for short exercise).

on exercise and effectiveness measurement (Fig. 9).
This set of programs has the following three steps(structured by units), namely, Step 1: Prior Learning:“Learn the correct behaviors when hearing the Earthquake
Early Warning”; Step 2: Disaster Response Exercise:“Disaster response exercise is performed by using the
Earthquake Early Warning”; and Step 3: Review: “Review the behaviors when hearing the Earthquake Early
Warning.” Then, the Teacher’s Guide formulates a flowof several guides that shows the ways and sequences on

26

how to guide the learners and how to learn the learning
objectives. The Worksheet comprises of teaching materials that contribute to the effective and efficient learning
by formulating the contents and points of learning clearlyand briefly. The useful ideas can be arranged by “writing”
and “summarizing” them on this Worksheet. The Programfor Disaster Response Exercise is a plan showing a flow ofthe exercise performed by using the sound of chime of the
Earthquake Early Warning. Two kinds of programs havebeen prepared; one is a “long exercise” for evacuation to

Journal of Disaster Research Vol.12 No.1, 2017

Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”

Fig. 9. Questionnaire for review on exercise (left) and effectiveness measurement (right).

a schoolyard, whereas the other is a “short exercise” forquick response in a short period. The Questionnaire has
been developed to review the disaster response exercise(qualitative survey) and evaluate the degree of knowledge
and behaviors acquired through the implementation of the
programs (quantitative one).
Next, the outlines of each step are described below.
Prior learning of Step 1 aims to teach the basic knowledge on Earthquake Early Warning and allows the leaners
to imagine the movements of the objects caused by anearthquake (or the risks involved), consider the concretemeasures to be taken when hearing the Earthquake Early
Warning, and understand the rules for evacuation to safe
place after an earthquake.
A flow of guidance of Step 1 is described as follows.
To begin, in the part of “Introduction,” it is intended tounderstand the fear of earthquake by reviewing previous
earthquake disasters and knowing the sound of chime andthe mechanism of Earthquake Early Warning. The next
step of “Development 1” aims to know the movements ofobjects caused by an earthquake and consider measures toprotect oneself when hearing the Earthquake Early Warning or feeling a strong shake of earthquake. In this step,
students must understand the importance of evacuating toa safe place where any object would “never drop, neverfall down, and never move,” which is a key phrase at atime of an earthquake. In this step, students must also
Journal of Disaster Research Vol.12 No.1, 2017

deepen their understanding of the appropriate behaviors
in schools by putting their ideas in the worksheet and creating a presentation mutually. In “Development 2,” thenecessary response in evacuation expressed by the mottoof “OKASHIMOCHI,” an acronym of “Osanai, Kakenai,
Shaberanai, Modoranai, and Chikazukanai (don’t push,
don’t run, don’t return, and don’t approach)” is learned.
Finally, in the “Conclusion” of Step 2, Disaster Response
Exercise is prepared by summarizing the contents of theprior learning of Step 1. Step 1 is recommended to be performed in one period of time in school, which corresponds
to 45 minutes.
In step 2, the objective of the Disaster Response Exercise is for students to use their prior learning describedin Step 1, pay attention to the key phrase for evacuation,“(objects would) never drop, never fall down, and nevermove,” and behave to protect themselves based on theirown judgment when hearing the sound of chime of the
Earthquake Early Warning. The capabilities to judge on
their own and behave as if it is a conditioned reflex action
are acquired by practicing the exercise with assumed various situations, such as break time or time for cleaning, atthe signal of broadcast of sound of the chime of the Earthquake Early Warning. The disaster response exercise, including the evacuation to a schoolyard and roll call, andreview of the exercise are supposed to be performed in
one period of time in school corresponding to 45 minutes.
27

Nagata, T. and Kimura, R.

If the school could not allocate an enough time for such
exercise, only the disaster response is conducted during
break time in a “short exercise.” A “short exercise” canbe repeated without reducing the school hours and eradicate training with script by performing the exercise without previous notice.
In Step 3, Review, the learning objective is for students
to check the appropriate disaster response when hearing
the Earthquake Early Warning and understand the importance of protecting themselves based on their own judgment at a time of an earthquake. By using the Questionnaire for Review on Exercise and Effectiveness Measurement, students can evaluate whether they have learned tobehave on their own initiatives through prior learning andthe practice of a disaster response exercise. A flow of Step
3 can be described as follows. First, in “Introduction,”
the disaster response exercise is reviewed. In “Development 1,” the disaster response that has been practiced in
the exercise is filled in the Questionnaire and those to betaken at various places are understood deeply through themutual presentations of leaners. In “Development 2,” thefollowing important key phrase to protect students froman earthquake is reviewed: “(objects would) never drop,
never fall down, and never move.” In the last part of thelearning, “Conclusion” is intended to notice that similardisaster response can be applied to the other places otherthan school as well and understand the importance for students to behave based on their own initiatives. Step 3 isrecommended to be performed in one period of time inschool corresponding to 45 minutes. However, it can also
be performed in combination with an alternative of Step2, a “short exercise,” in one period of time in school corresponding to 45 minutes.

3.3. The Proposed Tornado Disaster Management
Education Programs
The proposed Tornado Disaster Management Education Programs are for the practice of disaster management
education to learn the correct knowledge on tornadoes,
forecast the risks they cause, and enhance the capabilitiesof students to avoid them.
The Tornado Disaster Management Education Programs have been developed based on the same educational
theory applied to the proposed Earthquake Disaster Management Education Programs. The programs consist ofa teacher’s Guide, a worksheet (Fig. 10), a supplement
for the class (Fig. 11), a disaster response exercise, anda questionnaire for review on exercise and effectivenessmeasurement. Each material was developed according to
the format of the Earthquake Disaster Management Education Programs mentioned in the previous section.
The programs are structured with the following threeunits, namely, Step 1: Prior Learning 1: “Let us know
why a tornado is dreadful”; Step 2: Prior Learning 2:“Let us think of ways to protect yourself from a tornado”;
and Step 3: Practical Exercise (a short exercise) and Review: “Let us review the behaviors to protect yourself.”
A supplement for classes mentioned above means that the28

knowledge is necessary to put in the Worksheet and theinformation for the classes to proceed smoothly. In addition to the materials of PowerPoint, many visual materials
on tornado such as photo and video are included.
In the prior learning of Step 1, the learning objectives
are set to learn the basic knowledge on the characteristics
of tornado and the damage and influence caused by it, as
well as understand the ways to collect information on its
occurrence and the characteristics of the weather phenomena (the sign phenomena) when it occurs. Teachers allows
students to imagine the various risks and damages that a
tornado could cause and learn the necessary knowledge toobserve its occurrence.
The flow of guidance of Step 1 begins with the “Introduction,” which defines why tornado is a disaster. In “Development 1,” or “Know Tornado,” students learn what is
tornado. In “Development 2,” or “Collection of Information,” students learn how to notice a tornado. Finally, inthe “Conclusions,” the contents of the learning in Step 1
are summarized to lead to Step 2. Step 1 is recommended
to be performed in one period of time in school corresponding to 45 minutes.
In the prior learning of Step 2, the learning objectives
are set to understand the concrete disaster response when
students encounter a tornado or one is approaching toward
them, and then think and understand about how to protect
themselves appropriately according to the various placesat school. In addition of the appropriate disaster response
according to each place, the behaviors of “Protect yourself
on the spot,” which phrase is converted from “Shake Out,”the way to protect oneself at a time of an occurrence of anearthquake, are also learned. In the proposed guidance ofStep 2, the way of protecting oneself is learned throughthe same flow of guidance, namely, “Introduction,” “Development 1,” “Development 2,” and “Conclusion,” as in
Step 1. Step 2 leads to the disaster response exercise in
Step 3. Step 2 is recommended to be performed in one
period of time in school corresponding to 45 minutes.
In the disaster response exercise of Step 3, the learning objectives are set to acquire the ability to respond toprotect oneself based on one’s own initiative to make useof the prior learnings of Steps 1 and 2 when hearing thebroadcast upon the approach of a tornado. In this disaster response exercise, the settings of time and place arechanged, as in the case of an earthquake. Students use themeasures to protect themselves on the spot based on theirown judgments at the signal of the broadcast upon the approach of a tornado. In the review, after the disaster response exercise, the learning objectives are set to confirm
the appropriate behaviors through the review when hearing the broadcast and realizing the importance of protecting themselves by their own judgments when a tornado
is approaching. It is evaluated by putting in the Questionnaire for Review on Exercise and Effectiveness Measurement whether each student could acquire the ability
to take behaviors on their own initiatives through the exercise or not. A flow of guidance of Step 3 begins withthe “Introduction,” which reviews the contents of the priorlearnings of Steps 1 and 2. In “Development 1,” the disasJournal of Disaster Research Vol.12 No.1, 2017

Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”

Fig. 10. Tornado disaster management education program/worksheet (steps 1 and 2 for teachers).

Material1

Material2

Material3

Material4

Fig. 11. Tornado disaster management education programs/supplementary materials for classes (tornado).

Journal of Disaster Research Vol.12 No.1, 201729

Nagata, T. and Kimura, R.

ContentsofPrograms
ImplementationofPrograms
1 TornadoQuestionnaire䐟
2 TornadoLearning“Step1”
3 TornadoLearning“Step2”
4 TornadoDisasterResponseExerciseձ
5 TornadoQuestionnaireղ
6 EarthquakeQuestionnaireձ
7 EarthquakeLearning“Step1”
8 DisasterResponseExerciseforEarthquakeEarlyWarningձ
9 EarthquakeLearning“Step2”
10 EarthquakeQuestionnaireղ
11 TornadoQuestionnaireճ
12 TornadoDisasterResponseExerciseղ
13 TornadoQuestionnaireմ
14 EarthquakeQuestionnaireճ
15 DisasterResponseExerciseforEarthquakeEarlyWarningղ
16 EarthquakeQuestionnaireմ
17 TornadoQuestionnaireյ
18 TornadoQuestionnaireն
19 EarthquakeQuestionnaireյContents

Classification

EffectivenessMeasurement
PracticeofClass
PracticeofClass
DisasterResponseExercise
EffectivenessMeasurement
EffectivenessMeasurement
PracticeofClass
DisasterResponseExercise
PracticeofClass
EffectivenessMeasurement
EffectivenessMeasurement
DisasterResponseExercise
EffectivenessMeasurement
EffectivenessMeasurement
DisasterResponseExercise
EffectivenessMeasurement
EffectivenessMeasurement
EffectivenessMeasurement
EffectivenessMeasurement

TornadoTornadoTornadoTornadoTornadoEarthquake
Earthquake
Earthquake
Earthquake
Earthquake
TornadoTornadoTornadoEarthquake
Earthquake
Earthquake
TornadoTornadoEarthquake

NiregiElementarySchool
June22,2015
June23,2015
June23,2015
July9,2015
July9,2015
September14,2015
September18,2015
September18,2015
September18,2015
September18,2015
September18,2015
November17,2015
November17,2015
November17,2015
December16,2015
December16,2015
December16,2015
February16,2016
February16,2016

NameofSchool
Minamioshihara
ElementarySchool
June4,2015
June24,2015
June26,2015
July9,2015
July9,2015
September25,2015
October2,2015
October2,2015
October2,2015
October2,2015
October2,2015
December9,2015
December9,2015
December9,2015
January12,2016
January12,2016
January12,2016
March8,2016
March8,2016

Minamioshihara
JuniorHighSchool
June17,2015
June17,2015
June29,2015
July9,2015
July9,2015
September14,2015
September16,2015
September18,2015
September18,2015
September18,2015
September18,2015
December9,2015
December9,2015
December9,2015
January13,2016
January13,2016
January13,2016
February26,2016
February26,2016

Fig. 12. Dates when programs were implemented at each school.

ter response exercise that assumes a tornado is practiced.
In “Development 2,” the disaster responses performed in
the exercise are placed in the Questionnaire for Review on
Exercise and the disaster responses performed at the various places are understood deeply by making mutual presentations by the students. Finally, in the “Conclusions,”
ways on protecting oneself when there is no place for protection or there is not enough time for evacuation are considered. Then, teachers allow the children to imagine how
to protect themselves when they encounter a tornado outside the school. Step 3 is recommended to be performed
in one period of time in school, corresponding to 45 minutes.

4. Implementation, Evaluation, and Improvement of the Proposed Programs
4.1. Implementation
In this study, it is verified how the learning objectives
could be attained for the teachers who are not the experts on disaster management by practicing the Earthquake and Tornado Disaster Management Education Programs. The teachers distributed the questionnaire to thestudents before and after the implementation of the programs, and then evaluated their effectiveness in terms ofthe degree of attainment of the learning objectives, asmeasured by self-evaluation. The survey was conductedat three schools in Kanuma City, namely, Niregi Elementary School, Minamioshihara Elementary School, and Minamioshihara Junior High School, which have been designated as the model school for disaster management education in the MEXT’s Project for Comprehensive Support
for Safety [24].
The program’s effectiveness was measured in the following order: 1) Tornado Questionnaire no.1 “Effectiveness Measurement” (before the implementation of program), 2) Tornado Learning “Step 1: Let us know about
30

the nature of tornado to understand why it is dreadful”; 3) Tornado Learning “Step 2: Let’s think about
how to protect yourself from tornado”; 4) Tornado Disaster Response Exercise no.1 “Disaster Response Exercise”; 5) Tornado Questionnaire no.2 “Effectiveness Measurement” (after the implementation of the program); 6)
Earthquake Questionnaire no.1 “Effectiveness Measurement” (before the implementation of the program); 7)
Earthquake Learning “Step 1: Let us learn the ‘correct
behaviors’ when hearing the Earthquake Early Warning”;
8) Disaster Response Exercise for the Earthquake Early
Warning no.1 “Disaster Response Exercise”; 9) Earthquake Learning “Step 2: Review the correct behaviors
when hearing the Earthquake Early Warning”; 10) Earthquake Questionnaire no.2 “Effectiveness Measurement”(after the implementation of the program); 11) Tornado
Questionnaire no.3 “Effectiveness Measurement” (after
the implementation of the program); 12) Tornado Disaster Response Exercise no.2 “Disaster Response Exercise”;
13) Tornado Questionnaire no.4 “Effectiveness Measurement”; 14) Earthquake Questionnaire no.3 “EffectivenessMeasurement”; 15) Disaster Response Exercise for the
Earthquake Early Warning no.2 “Disaster Response Exercise”; 16) Earthquake Questionnaire no.4 “EffectivenessMeasurement”; 17) Tornado Questionnaire no.5 “Effectiveness Measurement”; 18) Tornado Questionnaire no.6
“Effectiveness Measurement”; and 19) Earthquake Questionnaire no.5 “Effectiveness Measurement.”
The dates when the programs were implemented ateach school are shown in Fig. 12. The items from 1) to
10) refer to the implementation of the programs and theireffectiveness measurement as well as the analysis on the
total practices, including the disaster response exercises.
The effectiveness measurement of the disaster response
exercises are described in items 11) to 19) and are mentioned in Section 5.

Journal of Disaster Research Vol.12 No.1, 2017

Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”

4.2. Evaluation
In this study, to evaluate the Earthquake and Tornado
Disaster Management Education Programs implemented
by the teachers, effectiveness of the programs is measured
by distributing the questionnaire to the students before,
during, and after the implementation of the programs. The
questionnaires contained questions regarding the extent towhich the learning objectives are attained. The effectiveness measurement of the educational program is definedby instructional design researcher M. Gagne [25] as follows, “the evaluation of the program is expressed only
by evaluating the performance of the leaners.” Kimuraand Hayashi [26] and Nagata and Kimura [11–13] argued
the implementation and evaluation of the educational programs as well. In this study, the same method of evaluation is adopted to evaluate the availability of the programs.
In “Questionnaire on Earthquake” for effectivenessmeasurement of the proposed “Earthquake Disaster Management Education Programs,” eight questions are set.
The first four items, from 1 to 4, ask about the degree ofknowledge in terms of earthquake phenomena and Earthquake Early Warning. The other four items, from 5 to8, ask about the degree of understanding on the disaster
response when an earthquake occurs or the Earthquake
Early Warning is heard. These items correspond to thelearning objectives of the proposed “Earthquake Disaster
Management Education Programs.” They are also used as
criteria for evaluating the educational programs; students
evaluate the degree of attainment of the learning objectives in five stages.
As for the concrete contents of the learning objectives
in terms of knowledge, the following four items are evaluated by the students themselves in five stages, from “Iknow well” to “I don’t know”: “1) Know how to protect yourself correctly if an earthquake occurs,” “2) Know
what is the Earthquake Early Warning,” “3) Know that it
takes only a short time between the issuance of the Earthquake Early Warning and the arrival of a strong shake,”and “4) Know what to do when hearing the Earthquake
Early Warning (sound of chime).” As for understanding
the correct behaviors when an earthquake occurs or the
Earthquake Early Warning is heard, students evaluate thefollowing four items in five stages, from “I think so” to“I don’t think so”: “1) Any place where an object would
drop, fall down, or move is dangerous if an earthquake occurs,” “2) Drop your body low, cover your head and body,and hold on until the shake ceases, in cases when an earthquake occurs,” “3) Protect yourself in the same way as in
the case of an earthquake if you hear the Earthquake Early
Warning (sound of chime),” and “4) Think and act on yourown to protect yourself if you hear the Earthquake Early
Warning (sound of chime).”In the “Questionnaire on Tornado” for effectivenessmeasurement of the proposed “Tornado Disaster Management Education Programs,” eight questions are set. The
first four items, from 1 to 4, ask about the degree ofknowledge in terms of the phenomena, damage of tornado, and response to it. The other four items, from 5
to 8, ask about the degree of understanding on the disaster
Journal of Disaster Research Vol.12 No.1, 2017

response when a tornado occurs. These items correspondto the learning objectives of the proposed “Tornado Disaster Management Education Programs.” They are used as
criteria for evaluating the educational programs; students
evaluate the degree of attainment of the learning objectives in five stages.
As for the concrete contents of the learning objectives
in terms of knowledge, the following four items are evaluated by the learners themselves in five stages, from “Iknow well” to “I don’t know”: “1) Know what is tornado,”“2) Know what kind of damage it would cause,” “3) Know
what to do to notice a tornado,” and “4) Know what to dowhen a tornado is approaching.” As for understanding thecorrect behaviors when a tornado is approaching, students
evaluate the following four items in five stages, from “I
think so” to “I don’t think so”: “1) Observe a tornado outside when a tornado is approaching,” “2) Go to whateverbuilding when a tornado is approaching,” “3) Stay wherever in a building when a tornado is approaching,” and“4) You do not need to do anything in a safe place in abuilding when a tornado is approaching.”

4.3. Implementation and Evaluation of the Proposed Programs at Elementary Schools
The Earthquake and Tornado Disaster Management Education Programs were conducted by the teachers to students from the third to the fifth grade of Niregi and Minamioshihara Elementary Schools in Kanuma City (n =115 − 116). The effectiveness of the programs was measured.
As for the degree of knowledge in terms of earthquake
phenomena and the Earthquake Early Warning in the first
four items of the Earthquake Disaster Management Education Programs, the degree of attainment of the learning
objectives is evaluated as the average of evaluation in fivestages (where five is the maximum and one is minimum)
before the implementation of the programs. The averagescores are as follows: 4.10 for the item “1) Know how toprotect yourself correctly if an earthquake occurs”; 3.70,“2) Know what is the Earthquake Early Warning”; 3.85,“3) Know that it takes only a short time between the issuance of the Earthquake Early Warning and the arrivalof a strong shake”; and 4.03, “4) Know what to do whena tornado is approaching.” However, the effectiveness oflearning can be confirmed with the higher average of evaluation, from 4.69 to 4.73, after the implementation of the
programs. As a result of the t-test analysis, a statisticalsignificant difference is recorded at 1% standard under all
the items. As for the other four items on understandingof the correct behaviors when an earthquake occurs or the
Earthquake Early Warning is heard, the degree of attainment of the learning objectives expressed as the averageof evaluation in five stages (where five is the maximum
and one is minimum) is evaluated at 4.46 to 4.83 before
the implementation of the programs, and 4.47 to 4.83 after
it. It is confirmed that all the four items have attained thelearning effectiveness with more than 4 scores. As a result of the t-test analysis, there is no significant difference31Nagata, T. and Kimura, R.

Beforeimplementation
oftheprograms
Afterimplementation
oftheprograms

䛆CorrespondingtͲtest䛇**:significanceat1%standard,*:significanceat5%standard

Understanding of disaster response

Degree of knowledge

Idon’tknow

Islightly
don’tknow䐟 Knowhowtoprotectyourselfcorrectlyif
anearthquakeoccurst(115)=7.3,p<.01

䐠 KnowwhatisEarthquakeEarlyWarningt(115)=9.6,p<.01

䐡 Knowthatittakesonlyashorttime
betweentheissuanceoftheEarthquake
EarlyWarningandarrivalofastrongshaket(115)=8.0,p<.01

䐢 Knowwhattodowhenhearingthe
EarthquakeEarlyWarning(soundofchime)t(115)=8.7,p<.01

䐣 Aplacewhereanyobjectwoulddrop,fall
down,ormoveisdangerousifan
earthquakeoccurs
䐤 Dropyourbodylow,coveryourheadand
body,andholdonuntiltheshakeceasesifanearthquakeoccurs
䐥 Protectyourselfinthesamewayasinthecaseofanearthquakeifyouhearthe
EarthquakeEarlyWarning(soundofchime)䐦 ThinkandbehavebyyourselftoprotectyouifyouheartheEarthquakeEarly
Warning(soundofchime)Idon’tthinkso㻺㻩㻝㻝㻢(IncorrectAnswer)IcannottelleitherIknow
alittle
㻠㻚㻝㻜㻌Iknowwell

**
㻠㻚㻢㻥㻌

**

㻟㻚㻣㻜㻌

㻠㻚㻣㻜㻌

**

㻟㻚㻤㻡㻌

㻠㻚㻣㻠㻌
㻠㻚㻜㻟㻌

**
㻠㻚㻣㻟㻌

n.s.
㻠㻚㻤㻟㻌
㻠㻚㻢㻥㻌

t(115)=1.7,n.s.

n.s.
㻠㻚㻣㻡㻌
㻠㻚㻤㻟㻌

t(115)=1.1,n.s.

n.s.

t(115)=0.2,n.s.

㻠㻚㻠㻢㻌
㻠㻚㻠㻣㻌

t(115)=0.4,n.s.

㻠㻚㻠㻥㻌
㻠㻚㻡㻟㻌

n.s.

Islightly
don’tthinksoIcannottelleitherIslightly Ithinksothinkso (CorrectAnswer)

Fig. 13. Earthquake disaster management education at elementary schools.

under all the items (Fig. 13). Thus, it is confirmed thatthe learning effectiveness and the efficacy have been improved by the teachers’ implementation of the Earthquake
Disaster Management Education Programs. A problem
has been revealed that for the 4 items on understanding of
the correct behaviors, which had already attained a highscore because of the previous evacuation drills, the understanding on this theme needs to be deepen by a continuation and a review of the disaster response exercise.
Next, as for the degree of knowledge on tornado in the
Tornado Disaster Management Education Programs, thedegree of attainment of the learning objectives is evaluated as the average of evaluation in five stages (where fiveis the maximum and one is minimum) before the implementation of the programs. The average scores are as follows: 3.90 for the item “1) Know what is tornado”; 4.19,“2) Know what kind of damage it would cause”; 3.25,“3) Know what to do to notice a tornado”; and 3.76, “4)Know what to do when a tornado is approaching.” However, the effectiveness of learning can be confirmed withthe higher average of evaluation, from 4.01 to 4.51, after the implementation of the programs. As a result of
the t-test analysis, a statistical significant difference canbe confirmed under all the items. As for the four items
on understanding of the correct behaviors when a tornado
is approaching, the degree of attainment of the learning
objectives expressed as the average of evaluation in fivestages (where five is the maximum and one is minimum)is higher, with a score of 3.39 for the item “6) Go to whatever building when a tornado is approaching,” which had
marked especially low at 3.02 before the implementation
32of the programs. Under the other three items, the effectiveness of learning can be confirmed similarly, from 3.71
to 4.49 before the implementation of the programs to 4.21
to 4.82 after it. However, there is a room for improvement under one item of 6). As a result of the t-test analysis, a statistical significant difference can be confirmed at
1% standard under the two items of 5) and 8), and at 5%
standard under one item of 6). There is no significanceunder one item of 7) (Fig. 14). Thus, it is confirmed thatthe effectiveness of learning and the efficacy have been
improved because of the teachers’ implementation of the
Tornado Disaster Management Education Programs. A
problem has been revealed that as for the item 6) of which
the degree of attainment of the learning objectives are still
low, the understanding on this item needs to be deepen by
the previous learning and review of the disaster response
exercise.

4.4. Implementation and Evaluation of the Proposed Programs at a Junior High School
The Earthquake and Tornado Disaster Management
Education Programs were implemented by the teachers
to students of Minamioshihara Junior High School in
Kanuma City (n = 110). The effectiveness of the programs was measured.
As for the degree of knowledge in terms of earthquake
phenomena and Earthquake Early Warning in the first four
items of the Earthquake Disaster Management Education
Programs, the degree of attainment of the learning objectives expressed as the average of evaluation in five stages(where five is the maximum and one is minimum) has
Journal of Disaster Research Vol.12 No.1, 2017

Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”
Beforeimplementation
oftheprograms
Afterimplementation
oftheprograms

䛆CorrespondingtͲtest䛇**:significanceat1%standard,*:significanceat5%standard

Understanding of disaster response

Degree of knowledge

Idon’tknow

Islightly
don’tknow

IcannottelleitherIknow
alittle

Iknowwell䐟 Knowhowtoprotectyourselfcorrectlyif
anearthquakeoccurst(109)=4.4,p<.01㻠㻚㻠㻡㻌 **
㻠㻚㻣㻠㻌

䐠 KnowwhatisEarthquakeEarlyWarningt(109)=3.0,p<.01

**
㻠㻚㻢㻜㻌
㻠㻚㻣㻢㻌

䐡 Knowthatittakesonlyashorttime
betweentheissuanceoftheEarthquake
EarlyWarningandarrivalofastrongshaket(109)=5.5,p<.01㻠㻚㻟㻝㻌䐢 Knowwhattodowhenhearingthe
EarthquakeEarlyWarning(soundofchime)t(109)=6.6,p<.01

㻠㻚㻞㻤㻌䐣 Aplacewhereanyobjectwoulddrop,fall
down,ormoveisdangerousifan
earthquakeoccurs
䐤 Dropyourbodylow,coveryourheadand
body,andholdonuntiltheshakeceasesifanearthquakeoccurs
䐥 Protectyourselfinthesamewayasinthecaseofanearthquakeifyouhearthe
EarthquakeEarlyWarning(soundofchime)䐦 ThinkandbehavebyyourselftoprotectyouifyouheartheEarthquakeEarly
Warning(soundofchime)Idon’tthinkso㻺㻩㻝㻝㻜(IncorrectAnswer)

**
㻠㻚㻣㻥㻌

**
㻠㻚㻣㻜㻌

n.s.
t(109)=1.7,n.s.

㻠㻚㻥㻝㻌
㻠㻚㻣㻢㻌

t(109)=1.1,n.s.

㻠㻚㻣㻞㻌
㻠㻚㻤㻜㻌

n.s.

㻠㻚㻝㻢㻌 n.s.
㻠㻚㻟㻡㻌t(109)=1.9,n.s.

㻠㻚㻠㻡㻌*
㻠㻚㻢㻢㻌t(109)=2.2,p<.05

Islightly
don’tthinksoIcannottelleitherIslightly Ithinksothinkso (CorrectAnswer)

Fig. 14. Earthquake disaster management education at junior high school.

improved, from 4.28 to 4.60 before the implementationof the programs to 4.70 to 4.79 after it. Thus, the effectiveness of learning can be confirmed. As a result of
the t-test analysis, a statistical significant difference canbe recognized under all the items (Fig. 15). As for theother four items on understanding of the correct behaviors when an earthquake occurs or the Earthquake Early
Warning is heard, the degree of attainment of the learning
objectives expressed as the average of evaluation in fivestages (where five is the maximum and one is minimum)
is evaluated at 4.16 to 4.91 before the implementation of
the programs and 4.35 to 4.80 after it. Thus, the effectiveness of learning can be also confirmed generally. As
a result of the t-test analysis, there is a statistically significant difference under the item 8) at 5% standard, but nosignificant difference under the other three items. As forthe reason why the degree of attainment under the itemof “7) Protect yourself in the same way as in the case ofan earthquake if you heard the Earthquake Early Warning (sound of chime)” is lower than the other items, thesystem receiving the Earthquake Early Warning in schoolis used in the exercise and the arrival time of the principal shock, S wave, is announced after the sound of chime.
Accordingly, recognizing more time left than in the caseof a sudden shake, students would judge that they could
move to a safer place. For this reason, certain students
would answer “I don’t think so” to the item 6). There isa room for improvement to add a new item to the questionnaire, which ask whether the students recognize moretime left in the case of the Earthquake Early Warning ornot.

Journal of Disaster Research Vol.12 No.1, 2017

Next, as for the degree of knowledge on tornado in the
Tornado Disaster Management Education Programs, thedegree of attainment of the learning objectives is evaluated as the average of evaluation in five stages (where fiveis the maximum and one is minimum) before the implementation of the programs. The average scores are as follows: 4.24 for the item “1) Know what is tornado”; 4.33,“2) Know what kind of damage it would cause”; 3.05,“3) Know what to do to notice a tornado”; and 3.45, “4)Know what to do when a tornado is approaching.” However, the effectiveness of learning can be confirmed withthe higher average of evaluation from 4.20 to 4.75 after
the implementation of the programs. As a result of thet-test analysis, a statistical significant difference can be
confirmed under all the items. As for the four items on
understanding of the correct behaviors when a tornado
is approaching, the degree of attainment of the learning
objectives of the item “6) Go to whatever building whena tornado is approaching,” which had marked especially
low at 3.21 before the implementation of the programs,
has increased to 3.92. Under the other three items, the average score of their evaluation has risen from 4.10 to 4.44
before the implementation to 4.41 to 4.77 after it. Thus,
the effectiveness of learning can be confirmed. As a resultof the t-test analysis, a statistical significant difference canbe confirmed at 5% standard under one item of 8) and at
1% standard under the rest of the other items (Fig. 16).
In the evaluation of the Earthquake and Tornado Disaster Management Education Programs covering the juniorhigh school students, the efficacy of the programs can be
confirmed as well.

33

Nagata, T. and Kimura, R.
Beforeimplementation
oftheprograms
Afterimplementation
oftheprograms

䛆CorrespondingtͲtest䛇**:significanceat1%standard,*:significanceat5%standard

Understanding of disaster response

Degree of knowledge

Idon’tknow

Islightly
don’tknow䐟 Knowwhattornadoist(114)=3.6,p<.01

䐠 Knowwhatkindofdamagewouldbe
causedbytornadot(114)=2.7,p<.01

䐡 Knowwhattodotonoticetornadot(114)=5.7,p<.01

䐢 Knowwhattodowhentornadois
approachingt(114)=6.0,p<.01

䐣 Observetornadooutsidewhentornadois
approachingt(114)=3.1,p<.01

䐤 Gointowhateverbuildingwhentornado
isapproachingt(114)=2.1,p<.05

䐥 Staywhereverinabuildingwhentornado
isapproachingt(114)=1.0,n.s.

䐦 Noneedtodoanythinginasafeplaceinabuildingwhentornadoisapproachingt(114)=3.2,p<.01

㻺㻩㻝㻝㻡Ithinkso
(IncorrectAnswer)Iknow
alittle

IcannottelleitherIknowwell

**

㻟㻚㻥㻜㻌

㻠㻚㻟㻠㻌
㻠㻚㻝㻥㻌 **
㻠㻚㻠㻣㻌

**

㻟㻚㻞㻡㻌

㻠㻚㻜㻝㻌

**

㻟㻚㻣㻢㻌

㻠㻚㻡㻝㻌
㻠㻚㻠㻥㻌**
㻠㻚㻤㻞㻌

*

㻟㻚㻜㻞㻌

㻟㻚㻟㻥㻌

n.s.

Islightly
thinkso

㻠㻚㻠㻝㻌
㻠㻚㻡㻟㻌

**

㻟㻚㻣㻝㻌

㻠㻚㻞㻝㻌

IcannottelleitherIslightly Idon’tthinkso
don’tthinkso (CorrectAnswer)

Fig. 15. Tornado disaster management education at elementary schools.

Beforeimplementation
oftheprograms
Afterimplementation
oftheprograms

䛆CorrespondingtͲtest䛇**:significanceat1%standard,*:significanceat5%standard

Understanding of disaster response

Degree of knowledge

Idon’tknow

Islightly
don’tknow䐟 Knowwhattornadoist(109)=4.2,p<.01

䐠 Knowwhatkindofdamagewouldbe
causedbytornadot(109)=5.7,p<.01

䐡 Knowwhattodotonoticetornadot(109)=9.5,p<.01

䐢 Knowwhattodowhentornadois
approachingt(109)=10.7,p<.01

䐣 Observetornadooutsidewhentornadois
approachingt(109)=3.4,p<.01

䐤 Gointowhateverbuildingwhentornado
isapproachingt(109)=4.7,p<.01

䐥 Staywhereverinabuildingwhentornado
isapproachingt(109)=2.7,p<.01

䐦 Noneedtodoanythinginasafeplaceinabuildingwhentornadoisapproachingt(109)=2.6,p<.05

㻺㻩㻝㻝㻜Iknow
alittle

IcannottelleitherIknowwell㻠㻚㻞㻠㻌**
㻠㻚㻡㻡㻌㻠㻚㻟㻟㻌 **
㻠㻚㻣㻡㻌

**

㻟㻚㻜㻡㻌

㻠㻚㻞㻜㻌

**

㻟㻚㻠㻡㻌

㻠㻚㻢㻝㻌

Ithinkso
(IncorrectAnswer)Islightly
thinkso㻠㻚㻠㻝㻌 **
㻠㻚㻣㻣㻌

**

㻟㻚㻞㻝㻌

㻟㻚㻥㻞㻌
㻠㻚㻠㻠㻌 **
㻠㻚㻢㻤㻌
㻠㻚㻝㻜㻌

*
㻠㻚㻠㻝㻌

IcannottelleitherIslightly Idon’tthinkso
don’tthinkso (CorrectAnswer)

Fig. 16. Tornado disaster management education at a junior high school.

4.5. Verification and Improvement of the Proposed
Programs
In this study, the effectiveness of the and Earthquake
and Tornado Disaster Management Education Programs
was measured through their implementation, and their ef34

ficiency was verified. The efficiency of the programs canbe confirmed by the improvement in the degree of attainment of the learning objectives from the effectivenessmeasurement. The results indicate that the proposed programs are effective tools for raising risk awareness among
Journal of Disaster Research Vol.12 No.1, 2017

Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”

㻺㻩㻝㻝㻢Islightly
thinksoIcannottelleitherIcannottelleitherIdon’t
know

1st time

2ndtime

3rd timeNoevent

DisasterresponseexercisefortornadoIslightly
don’tknow

DisasterresponseexerciseforEarthquakeEarlyWarningIknowalittle

DisasterresponseexerciseforEarthquakeEarlyWarningIthinkso(CorrectAnswer)Learning earthquakeIknowwell

4th timeIslightly
don’t
thinkso

5th timeIdon’t
thinkso
(Incorrect
Answer)EffectiveMeasurement
Fig. 17. Repeated measure through earthquake disaster management education programs at elementary schools.

elementary and junior high school students. Moreover, in
this study, the classes were practiced according to the developmental stage. The contents of the classes were discussed, a guidance was developed, and the improvementof the programs and methods of the classes were considered by the teachers. To implement the programs in otherschools, further improvement must be considered basedon the programs improved by the teachers in this study.

5. Maintenance of the Acquired Knowledge
and Improved Capabilities through Educational Programs
5.1. Outlines of the Survey
The effectiveness of the Earthquake and Tornado Disaster Management Education Programs is verified throughthe degree of attainment of the learning objectives for students in the previous chapter. Next, to verify whether theacquired knowledge and improved capabilities throughthe educational programs for students could be maintained, the effectiveness is measured repeatedly. The survey was conducted at the three schools, namely, Niregi
Elementary School, Minamioshihara Elementary School,
and Minamioshihara Junior High School, where the educational programs were implemented for the elementary
students from the third to the sixth grade (n = 115 − 116)
and all junior high school students (n = 110).
5.2. Method of the Survey
The dates of the implementation and effectiveness measurement of the programs at each school are listed in
Journal of Disaster Research Vol.12 No.1, 2017

Fig. 12, which was referred to in Section 4 (1).
To confirm the maintenance of the acquired knowledge
and capabilities through each program, the continuous effectiveness measurement is required. For this reason, in
this study, the disaster response exercise for the Earthquake Early Warning and that for tornado were performed
when about two months had passed since the implementation of the Earthquake and Tornado Disaster Management
Education Programs. The questionnaire for effectivenessmeasurement was distributed among the students before
and after the exercise; it was answered in five stages,
which can be evaluated quantitatively.

5.3. Verification of Maintenance of Acquired
Knowledge and Capabilities
To survey the maintenance of acquired knowledge andcapabilities through the implementation of the Earthquake
and Tornado Disaster Management Education Programs,
the same students conducted a self-evaluation. This is astatistical method to survey how the scores on the degreeof attainment of the learning objectives of the students
have been changed. An analysis of variance (with correspondence) of repeated measures is conducted.
Reviewing the general tendencies among the elementary school students as for the verification of the maintenance of the acquired knowledge and capabilities throughthe Earthquake Disaster Management Education Programs, despite of certain increase and decrease, theknowledge and capabilities, which were acquired throughthe first learning, have been maintained. There is no itemin which the degree of attainment of the learning objectives decreases remarkably. After students are allowed to35

Nagata, T. and Kimura, R.

㻺㻩㻝㻝㻜Islightly
thinksoIcannottelleitherIcannottelleitherIdon’t
know

1st time

2ndtimeNoevent

DisasterresponseexercisefortornadoIslightly
don’tknow

DisasterresponseexerciseforEarthquakeEarlyWarningIknowalittle

DisasterresponseexerciseforEarthquakeEarlyWarningIthinkso(CorrectAnswer)Learning earthquakeIknowwell

4th time

3rd timeIslightly
don’t
thinkso

5th timeIdon’t
thinkso
(Incorrect
Answer)EffectiveMeasurement
Fig. 18. Repeated measure through earthquake disaster management education programs at a junior high school.

imagine the risk of an earthquake through learning activities, such as a disaster response exercise for the Earthquake Early Warning, the degree of attainment of thelearning objectives under four items in terms of knowledge on the phenomena of earthquake and the Earthquake
Early Warning has increased with statistical significance.
As for the four items on understanding of the correct behaviors, only the degree of attainment of the learning objectives under the item “7) Protect yourself in the same
way as in the case of an earthquake if you heard the Earthquake Early Warning (sound of chime)” has increased
with statistical significance (Fig. 17). Next, reviewing
the general tendencies among junior high school students,
despite certain increase and decrease, the knowledge andcapabilities acquired through the first learning have been
maintained. There is no item in which the degree of attainment of the learning objectives decreases remarkably.
By implementing the learning to allow the students toimagine the risk of an earthquake, such as a disaster response exercise for the Earthquake Early Warning, the degree of attainment of the learning objectives under all theitems has increased (Fig. 18). Under all the four items on
the degree of knowledge on the phenomena of earthquake
and the Earthquake Early Warning, a statistical significance can be recognized in both cases of the elementaryand junior high school students. Meanwhile, a statistical significance cannot be recognized under the four items
on understanding of the correct behaviors when an earthquake occurs or the Earthquake Early Warning is heard(Fig. 19).
Next, reviewing the general tendencies among elementary school students as for the verification of maintenance36㻽㼡㼑㼟㼠㼕㼛㼚㻌㻝㻺㼕㼞㼑㼓㼕㻌㻱㼘㼑㼙㼑㼚㼠㼍㼞㼥㻌㻿㼏㼔㼛㼛㼘㼍㼚㼐㻹㼕㼚㼍㼙㼕㼛㼟㼔㼕㼔㼍㼞㼍㻌㻱㼘㼑㼙㼑㼚㼠㼍㼞㼥㻌㻿㼏㼔㼛㼛㼘㻲㻔㻞㻚㻢㻘㻌㻞㻥㻟㻚㻤㻕㻩㻟㻢㻚㻟㻘㻌㼜㻨㻚㻜㻝㻽㼡㼑㼟㼠㼕㼛㼚㻌㻞㻲㻔㻞㻚㻞㻘㻌㻞㻠㻥㻚㻤㻕㻩㻢㻢㻚㻣㻘㻌㼜㻨㻚㻜㻝㻲㻔㻟㻚㻢㻘㻌㻟㻥㻢㻚㻡㻕㻩㻠㻚㻢㻘㻌㼜㻨㻚㻜㻝㻽㼡㼑㼟㼠㼕㼛㼚㻌㻟㻲㻔㻞㻚㻟㻘㻞㻢㻞㻚㻜㻕㻩㻠㻣㻚㻜㻘㻌㼜㻨㻚㻜㻝㻲㻔㻟㻚㻜㻘㻌㻟㻞㻤㻚㻥㻕㻩㻝㻣㻚㻠㻘㻌㼜㻨㻚㻜㻝㻽㼡㼑㼟㼠㼕㼛㼚㻌㻠㻲㻔㻞㻚㻥㻘㻌㻟㻞㻥㻚㻞㻕㻩㻠㻞㻚㻞㻘㻌㼜㻨㻚㻜㻝㻲㻔㻟㻚㻢㻘㻌㻟㻤㻤㻚㻤㻕㻩㻝㻤㻚㻥㻘㻌㼜㻨㻚㻜㻝㻽㼡㼑㼟㼠㼕㼛㼚㻌㻡㻲㻔㻟㻚㻠㻘㻌㻟㻤㻠㻚㻝㻕㻩㻜㻚㻥㻘㻌㼚㻚㼟㻚㻲㻔㻟㻚㻜㻘㻌㻟㻟㻝㻚㻡㻕㻩㻝㻚㻣㻘㻌㼚㻚㼟㻚㻽㼡㼑㼟㼠㼕㼛㼚㻌㻢㻲㻔㻟㻚㻢㻘㻌㻠㻞㻝㻚㻠㻕㻩㻜㻚㻡㻘㻌㼚㻚㼟㻚㻲㻔㻟㻚㻡㻘㻌㻟㻤㻟㻚㻥㻕㻩㻝㻚㻟㻘㻌㼚㻚㼟㻚㻽㼡㼑㼟㼠㼕㼛㼚㻌㻣㻲㻔㻟㻚㻣㻘㻌㻠㻟㻢㻚㻡㻕㻩㻜㻚㻥㻘㻌㼚㻚㼟㻚㻲㻔㻟㻚㻢㻘㻌㻟㻤㻥㻚㻤㻕㻩㻞㻚㻟㻘㻌㼚㻚㼟㻚㻽㼡㼑㼟㼠㼕㼛㼚㻌㻤㻺㼡㼙㼎㼑㼞㻌㼛㼒㼀㼕㼙㼑㼟㻲㻔㻟㻚㻣㻘㻌㻠㻞㻞㻚㻣㻕㻩㻝㻚㻣㻘㻌㼚㻚㼟㻚㻲㻔㻟㻚㻠㻘㻌㻟㻣㻞㻚㻣㻕㻩㻡㻚㻝㻘㻌㼚㻚㼟㻚㻡㻡㻹㼕㼚㼍㼙㼕㼛㼟㼔㼕㼔㼍㼞㼍㻶㼡㼚㼕㼛㼞㻌㻴㼕㼓㼔㻌㻿㼏㼔㼛㼛㼘㻲㻔㻟㻚㻟㻘㻌㻟㻢㻠㻚㻣㻕㻩㻝㻡㻚㻞㻘㻌㼜㻨㻚㻜㻝

Fig. 19. Result of one-factor analysis of variance with correspondence (earthquake).

of the knowledge and capabilities acquired through the
Tornado Disaster Management Education Programs, despite of certain increase and decrease, the knowledge andcapabilities acquired through the first learning have been
maintained. Certain items in which the degree of attainment of the learning objectives has not increased throughthe implementation of the programs follow a similar transition as the other items. There is no item in which thedegree of attainment of the learning objectives decreases
remarkably. After the learning to allow the students toimagine the risk of a tornado, such as a disaster response
exercise for tornado, the degree of attainment of the learning objectives has increased under all the items (Fig. 20).
Similarly, reviewing the general tendencies among junior high school students, despite certain increase and decrease, the knowledge and capabilities acquired throughthe first learning have been maintained. There is no item
Journal of Disaster Research Vol.12 No.1, 2017

Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”

㻺㻩㻝㻝㻡Idon’t
know

1st time

4th time

3rd time

2ndtimeNoevent

DisasterresponseexercisefortornadoIslightly
don’tknow

DisasterresponseexerciseforEarthquakeEarlyWarningIcannottelleither

Learning earthquakeIcannottelleither

DisasterresponseexerciseForEarthquakeEarlyWarningIslightly
don’t
thinkso

Learning tornado䐠Iknowalittle

Disasterresponseexercisefor tornadoIdon’t
thinkso(CorrectAnswer)Learning tornado䐟Iknowwell

5th timeIslightly
thinkso

6th timeIdon’t
thinkso
(Incorrect
Answer)EffectiveMeasurement
Fig. 20. Repeated measure through tornado disaster management education programs at elementary schools.

㻺㻩㻝㻝㻜Idon’t
know

1st time

2ndtime

3rd time

4th timeNoevent

DisasterresponseexercisefortornadoIslightly
don’tknow

DisasterresponseexerciseforEarthquakeEarlyWarningIcannottelleither

Learning earthquakeIcannottelleither

DisasterresponseexerciseForEarthquakeEarlyWarningIslightly
don’t
thinkso

Learning tornado䐠Iknowalittle

Disasterresponseexercisefor tornadoIdon’t
thinkso(CorrectAnswer)Learning tornado䐟Iknowwell

5th timeIslightly
thinkso

6th timeIdon’t
thinkso
(Incorrect
Answer)EffectiveMeasurement
Fig. 21. Repeated measure through tornado disaster management education programs at a junior high school.

in which the degree of attainment of the learning objectives decreases remarkably. After the implementation of
the learning to allow the students to imagine the risk ofa tornado, such as a disaster response exercise for a tornado, the degree of attainment of the learning objectives
Journal of Disaster Research Vol.12 No.1, 2017

has increased under certain items (Fig. 21). Under thefour items on the degree of knowledge on the phenomena
and damage of a tornado and a response to it, a statisticalsignificance can be recognized in both cases of the elementary and junior high school students. As for the four37

Nagata, T. and Kimura, R.

㻽㼡㼑㼟㼠㼕㼛㼚㻌㻝㻺㼕㼞㼑㼓㼕㻌㻱㼘㼑㼙㼑㼚㼠㼍㼞㼥㻌㻿㼏㼔㼛㼛㼘㼍㼚㼐㻹㼕㼚㼍㼙㼕㼛㼟㼔㼕㼔㼍㼞㼍㻌㻱㼘㼑㼙㼑㼚㼠㼍㼞㼥㻌㻿㼏㼔㼛㼛㼘㻲㻔㻟㻚㻟㻘㻌㻟㻣㻝㻚㻤㻕㻩㻞㻡㻚㻡㻘㻌㼜㻨㻚㻜㻝㻽㼡㼑㼟㼠㼕㼛㼚㻌㻞㻲㻔㻟㻚㻡㻘㻌㻠㻜㻟㻚㻜㻕㻩㻝㻡㻚㻜㻘㻌㼜㻨㻚㻜㻝㻲㻔㻟㻚㻢㻘㻌㻟㻥㻝㻚㻠㻕㻩㻝㻡㻚㻡㻘㻌㼜㻨㻚㻜㻝㻽㼡㼑㼟㼠㼕㼛㼚㻌㻟㻲㻔㻠㻚㻜㻘㻠㻡㻤㻚㻥㻕㻩㻟㻜㻚㻥㻘㻌㼜㻨㻚㻜㻝㻲㻔㻟㻚㻢㻘㻌㻟㻥㻣㻚㻥㻕㻩㻠㻡㻚㻠㻘㻌㼜㻨㻚㻜㻝㻽㼡㼑㼟㼠㼕㼛㼚㻌㻠㻲㻔㻟㻚㻟㻘㻌㻟㻣㻝㻚㻥㻕㻩㻞㻡㻚㻥㻘㻌㼜㻨㻚㻜㻝㻲㻔㻟㻚㻝㻘㻌㻟㻟㻥㻚㻢㻕㻩㻡㻥㻚㻢㻘㻌㼜㻨㻚㻜㻝㻽㼡㼑㼟㼠㼕㼛㼚㻌㻡㻲㻔㻠㻚㻟㻘㻌㻠㻥㻝㻚㻡㻕㻩㻟㻚㻢㻘㻌㼜㻨㻚㻜㻝㻲㻔㻠㻚㻡㻘㻌㻠㻥㻝㻚㻜㻕㻩㻟㻚㻡㻘㻌㼜㻨㻚㻜㻝㻽㼡㼑㼟㼠㼕㼛㼚㻌㻢㻲㻔㻠㻚㻟㻘㻌㻠㻤㻥㻚㻝㻕㻩㻝㻞㻚㻟㻘㻌㼜㻨㻚㻜㻝㻲㻔㻟㻚㻡㻘㻌㻠㻜㻟㻚㻜㻕㻩㻝㻟㻚㻜㻘㻌㼜㻨㻚㻜㻝㻽㼡㼑㼟㼠㼕㼛㼚㻌㻣㻲㻔㻠㻚㻟㻘㻌㻠㻤㻠㻚㻣㻕㻩㻟㻚㻞㻘㻌㼜㻨㻚㻜㻡㻲㻔㻠㻚㻞㻘㻌㻠㻡㻥㻚㻟㻕㻩㻞㻚㻡㻘㻌㼜㻨㻚㻜㻡㻽㼡㼑㼟㼠㼕㼛㼚㻌㻤㻺㼡㼙㼎㼑㼞㻌㼛㼒㼀㼕㼙㼑㼟㻲㻔㻠㻚㻞㻘㻌㻠㻤㻞㻚㻟㻕㻩㻝㻞㻚㻜㻘㻌㼜㻨㻚㻜㻝㻲㻔㻠㻚㻞㻘㻌㻠㻡㻥㻚㻜㻕㻩㻢㻚㻥㻘㻌㼜㻨㻚㻜㻝㻢㻢㻹㼕㼚㼍㼙㼕㼛㼟㼔㼕㼔㼍㼞㼍㻶㼡㼚㼕㼛㼞㻌㻴㼕㼓㼔㻌㻿㼏㼔㼛㼛㼘㻲㻔㻟㻚㻝㻘㻌㻟㻟㻣㻚㻠㻕㻩㻝㻣㻚㻣㻘㻌㼜㻨㻚㻜㻝

Fig. 22. Result of one-factor analysis of variance with correspondence (tornado).

items on understanding of the correct behaviors when atornado is approaching, a statistical significance can berecognized under the item of Question 7 at 5% standard
and under the other three items at 1% standard in bothcases of the elementary and junior high school students(Fig. 22).
From the above, it is concluded that the knowledge andcapabilities acquired through the Earthquake and Tornado
Disaster Management Education Programs can be maintained by incorporating the learning to allow the students
to imagine the risks of a disaster into the programs. Moreover, comparing the phenomena of earthquakes and tornadoes, it is recognized that a higher degree of attainment
acquired through the learning process can be maintainedin the Earthquake and Tornado Disaster Management Education Programs.

6. Desirable Cooperation Between Disaster
Management Organizations and Educational Institutions
In this study, the disaster management education programs that has been prepared by disaster management experts are implemented in cooperation with various educational institutions and teachers; the programs are also
verified. In the past, “the leaflets or the visual teachingmaterials, such as DVD, which have been prepared are
distributed unilaterally to the schools” and “the experts or
the staff of disaster management organizations visit theschools at the request of the schools to give the lessons.”
However, it is difficult for the teachers without expertiseto practice disaster management education only with thehelp of the teaching materials. The school visit by the experts to give lessons in certain schools cannot easily leadto an improvement in the capabilities of the students inthe whole region.
Accordingly, the author has exercised the following
method to spread the disaster management education effectively: the disaster management organization, a meteorological observatory in this case, plays a central part,in cooperation with the educational institutions, in implementing the model project for disaster management education at a school and the verified educational model is38

introduced to other schools, making use of the training
course for teachers under the sponsorship of the boardof education. In this chapter, “how to spread the disaster management education in school, with the cooperation
disaster management experts and educational institutions
is considered.”
Figure 23 schematizes the cooperation of disaster management organizations and educational institutions. As
mentioned in Section 1, only the effort to deliver thelessons to individual schools by experts cannot easily leadto a spread of the disaster management education to otherschools. This problem occurs because the educational institutions have a hierarchy from the Prefectural Board of
Education, Municipal Board of Education to the schools,
and then teachers; each layer has its own independence.
Thus, in Tochigi Prefecture, the Meteorological Observatory plays a role of adviser on disaster management, andthe mechanism to exercise the disaster management education, according to each level, has been built to take advantage of the schools, Municipal Boards of Education,
and Prefectural Board of Education. To spread the disaster management education to all the other prefectures thefruits acquired through the exercises are provided as feedback to the boards of education and the schools by taking
the opportunity to train teachers under the sponsorship ofthe Board of Education.
This mechanism follows the recommendation to “urgethe cooperation among schools and their founders, the disaster management departments, the local meteorologicalobservatory, and the fire department in the relevant region
to promote especially the disaster management educationin schools.” This recommendation is referred to in “Planon Promotion of School Safety,” which was submitted by
the Central Education Council based on the lessons fromthe disasters, such as the Great East Japan Earthquake,and endorsed by the Cabinet in 2012.
In Tochigi Prefecture, the disaster management education is now rapidly spreading among schools throughthe new mechanism, in cooperation with different disastermanagement organizations and educational institutions.
For example, the spread of the disaster management education has been promoted to the teachers through the opportunity of training under the sponsorship of the Board of
Education. The Tornado Disaster Management Education
Programs are planned to be implemented at all the schools
in Utsunomiya City, a core city, and Kanuma City in thefiscal year of 2016. The Earthquake Disaster Management Education Programs are already promoted in Nasu
Town, Tochigi City, Sano City, and Nasushiobara City. In
summary, to realize a cooperation with disaster prevention organizations and educational institutions, this study
proposes that not only specific educational institutions but
also three different actors, namely the Prefectural Boardof Education, the Municipal Board of Education, and themodel schools, which are willing to implement the programs, must be urged to cooperate.

Journal of Disaster Research Vol.12 No.1, 2017

Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”

AdvicePrefectural
BoardofEducation

Cooperation

Meteorological
Observatory

Feedback
ComprehensiveSupportProjectforPracticalSafetyEducation

AdviceMunicipal
BoardofEducation

Cooperation

ModelProject
forDisasterManagementEducation

Accomplishment
ExpertCooperation

Meteorological
Observatory

Cooperation

Publicschool

Fig. 23. Cooperation of disaster management organizations and educational institutions.

7. Conclusions and Vision
In this study, the current situation and problems inJapanese schools were reviewed, systematic disaster management education programs were proposed for students
to learn the correct knowledge on various natural disasters
and enhance their capacities to forecast the risk and avoid
it based on their own initiatives, and then the proposed
programs were verified and evaluated in these schools.
The proposed programs need not be implemented bydisaster management specialists, as teachers can practicethe disaster management education as part of the ordinary
learning process for elementary and junior high school
students.
Prior to the development of the programs, an awareness survey was conducted to both elementary students
and teachers regarding “their consciousness of the crisisof school safety caused by natural disasters, among others.” The results of the survey indicated that “the disastermanagement education based on earthquake disaster was
effective for students and teachers as a starting point oflearning, as they had already experienced an earthquake
and a disaster drill targeting an earthquake.” Thus, theproposed education programs was designed that the disaster management education for earthquakes and other natural disasters are practiced not separately but jointly tofoster children’s “zest for life” at a time of natural disasters. The proposed two programs corresponded to earthquake and tornado, and each program consisted of threeparts. The teaching materials, such as the proposed guidance and worksheet, were prepared using editable files toallow teachers to edit the content by themselves.
A survey method based on ADDIE process of instructional design, a learning theory, was adopted. In the ADDIE process, effectiveness of the proposed education program was measured through students’ self-assessment on
the extent to which the learning objectives had been atJournal of Disaster Research Vol.12 No.1, 2017

tained. For this reason, the proposed programs in thisstudy was evaluated by measuring the degree of attainment several times, before, during, and after the implementations. As a result of the evaluation, the combinationof earthquake and tornado disaster management education
programs was proved to be highly effective for education.
The results also indicated that the acquired knowledge andimproved capabilities could be maintained by repeating
the practice of the programs.
In carrying out this study, cooperation with disasterprevention organizations and educational institutions wasindispensable. However, to realize such cooperation, it
is proposed that not only specific educational institutions
but also three the different actors, namely, the Prefectural
Board of Education, Municipal Board of Education, andthe model schools, which are willing to implement the
programs, must be urged to cooperate with one another.
The conditions to spread the proposed disaster management education programs in Tochigi Prefecture are
now improving. Such education programs have become
widespread in schools in Tochigi Prefecture. For example,
the disaster management education using such programs
are obligated to be implemented in schools in certain municipalities in Tochigi Prefecture. To promote further the
introduction of practical disaster prevention education allover the country, the “Support for Disaster Management
Education” [27] has been established in the homepage of
the Utsunomiya Local Meteorological Office. The disaster management education programs can be downloaded
free from this website.
In certain municipalities in Tochigi Prefecture, the disaster management education programs are now exercisedunder the sponsorship of the Boards of Education. However, such proposed programs are yet to be standardized
to be applied to all prefectures. Tochigi Prefecture participates in the MEXT’s “Comprehensive Support Projectfor Practical Safety Education.” The results of this study
39

Nagata, T. and Kimura, R.

is distributed to schools in other prefectures. In the future,
the disaster management education programs will be promoted further by making use of this mechanism. Moreover, the preparation for the disaster management education programs for volcanic eruption, which is supposed
to be among the characteristic natural disasters in Tochigi
Prefecture, is underway. Such future programs will also
be implemented and verified in different schools.
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Management 2016,” 2016 (in Japanese).
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[5] Ministry of Education, Culture, Sports, Science and Technology,“Guidelines for Preparation of Disaster Management at School –Earthquake and Tsunami Disaster,” 2012 (in Japanese).
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5, 2016][15] Working Group on Promotion of Measures against Volcano Disaster, Disaster Management Implementation Committee, Central
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http://www.bousai.go.jp/kazan/suishinworking/ [accessed November 5, 2016][16] K. Suzuki, “Instructional Design for Practice of E-learning,” Journalof Japan Society for Educational Technology, Vol.29, No.3, pp. 197205, 2006 (in Japanese).
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40[18] R. Kimura, K. Tamura, M. Inoguchi, K. Horie, and H. Hayashi,“Building of Method to Design Educational and Training Programs
to Improve Knowledge and Techniques for Support to Reconstruct
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by MEXT,” pp. 101-113, 2012 (in Japanese).
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for Disaster Management Education,” 2012 (in Japanese).
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[22] Cabinet Office of Japanese Government, “Opinion Poll on Disaster
Management,” 2013 (in Japanese).
[23] Central Council for Education, “Plan for Promotion of School
Safety,” 2012 (in Japanese).
[24] Ministry of Education, Culture, Sports, Science and Technology, Homepage of Report on Project for Comprehensive Support
for Safety Education, 2016 (in Japanese), http://www.mext.go.jp/
a menu/kenko/anzen/1336510.htm [accessed August 1, 2016][25] R. M. Gagne, W. W. Wager, K. C. Golas, and J. M. Keller, “Principles of Instructional Design (5th ed.),” Wadsworth Pub Co, Belmont, CA, 2004, Translation supervised by M. Iwasaki and K.
Suzuki, “Principles of Instructional Design,” Kitaooji Shobo Publishing, 2007 (in Japanese).
[26] R. Kimura and H. Hayashi, “Development of Disaster Management
Education Programs and Teaching Materials on Regional Historical Disasters,” Papers of Institute of Social Safety Science, No.11,
pp. 215-224, 2009 (in Japanese).
[27] Utsunomiya Local Meteorological Office, Homepage, Support for Disaster Management Education, 2016 (in Japanese),
http://www.jma-net.go.jp/utsunomiya/sub/bousaikyouikutatumaki.html [accessed August 1, 2016]

Name:
Toshimitsu Nagata

Affiliation:
Senior Scientific Officer for Earthquake andTsunami Disaster, Utsunomiya Local Meteorological Office of Meteorological Agency

Address:
1-4, Akebono-cho, Utsunomiya, Tochigi 320-0845, Japan

Brief Career:
1985-1988 Toyama Local Meteorological Office of Meteorological
Agency, Japan
1995-1999 Observation Department of Meteorological Agency, Japan
2010-2013 Kumagaya Local Meteorological Office of Meteorological
Agency, Japan
2014-2015 Senior Scientific Officer for Volcanic Disaster, Utsunomiya
Local Meteorological Office of Meteorological Agency, Japan

Selected Publications:• “Case Study Research in Disaster Management Education to Develop “aZest for Life” of Children Using Earthquake Early Warning System – theWay of the Cooperation of Local Meteorological Observatory –,” Journalof Social Safety Science, Vol.21, pp. 81-88, 2013 (in Japanese).
• “Suggestion for Disaster Management Education Program to Develop
Students’ “Zest for Lives” Clarifying their Disaster Responses at the
Tornado – A Case Study for Saitama Tornado Disaster on September 2ndin 2013 –,” Journal of Social Safety Science, Vol.24, pp. 161-169, 2014 (inJapanese).
• “An Attempt of Developing the Tornado Disaster Management Education
Program Based on the Knowledge and Lessons of the Tornado-affected
School and Applying them to Schools out of the Affected Area,” Journal ofSocial Safety Science, Vol.28, pp. 117-126, 2016 (in Japanese).
• “Development of Disaster Management Education Program to Build
Competency in Students’ “Zest for Lives” against Volcanic Disaster,”
Journal of Social Safety Science, Vol.29, pp. 175-184, 2016 (in Japanese).

Academic Societies & Scientific Organizations:• Japan Institute of Social Safety Science (JISSS)

Journal of Disaster Research Vol.12 No.1, 2017

Proposing A Multi-Hazard Approach to Disaster Management Education to
Enhance Children’s “Zest for Life”

Name:
Reo Kimura

Affiliation:
Associate Professor, Ph.D., School and Graduate School of Human Science and Environment,
University of Hyogo

Address:
1-1-12 Shinzaike-honcho, Himeji, Hyogo 670-0092, Japan

Brief Career:
1994-1998 School of Human Science, Waseda University
1998-2003 Graduate School of Informatics, Kyoto University
2003-2009 Assistant Professor, Graduate School of Environmental
Studies, Nagoya University
2009-2011 Associate Professor, Graduate school of Environmental andDisaster Research, Fuji Tokoha University

Selected Publications:• “Recovery and Reconstruction Calendar,” Journal of Disaster Research,
Vol.2, No.6, pp. 465-474, 2007.
• “Implementation and Operation of a Cloud-Based Participatory Damage
Recognition System to Obtain a Common Operational Picture that
Supports a Quick Disaster Response,” International Journal for Infonomics(IJI), Special Issue Volume 1, Issue 1, pp. 834-840, 2013.
• “Current Status and Issues of Life Recovery Process Three Years Afterthe Great East Japan Earthquake Questionnaire Based on Subjective
Estimate of Victims Using Life Recovery Calendar Method,” Journal ofDisaster Research, Vol.9, No.sp (special edition), pp. 673-689, 2014.
• “Comparison Between the Life Recovery Processes After the
Mid-Niigata Earthquake and the Chuetsu-Oki Earthquake – Results of a
Random Sampled Social Survey Using the Life Recovery Calendar and
GIS-Based Spatiotemporal Analysis,” Journal of Disaster Research,
Vol.10, No.2, pp. 196-203, 2015.
• “Issues Facing Voluntary Evacuees from the Fukushima Daiichi Nuclear
Power Plant Accident Based on the Collection and Analysis of Cases of
Voluntary Evacuation,” Journal of Disaster Research, Vol.10, No.sp(special edition), pp. 755-769, 2015.
• “Organizational Structure and Institutions for Disaster Prevention:
Research on the 1995 Great Hanshin-Awaji Earthquake in Kobe City,”
Journal of Disaster Research, Vol.10, No.6, pp. 1051-1066, 2015.
• “Proposal for Development Cooperation to Enhance the Capacity on
Disaster Emergency Response in Developing Countries : A Case Study ofCurriculum Development in the People’s Republic of China,” Journal ofDisaster Research, Vol.11, No.2, pp. 341-353, 2016.

Academic Societies & Scientific Organizations:• Japan Institute of Social Safety Science (JISSS)• Japan Society for Natural Disaster Science (JSNDS)• Japanese Psychological Association (JPA)• Japanese Society of Social Psychology (JSSP)• Japan Sociological Society (JSS)• Seismological Society of Japan (SSJ)• Japan Society of Civil Engineering (JSCE)

Journal of Disaster Research Vol.12 No.1, 201741