https://doi.org/10.20965/jdr.2021.p1121
Development of Disaster Management Education Program to Enhance
Disaster Response Capabilities of Schoolchildren During Heavy Rainfall– Implementation at Elementary School in Nagaoka City,
Niigata Prefecture, a Disaster-Stricken Area

Paper:Development of Disaster Management Education Program to
Enhance Disaster Response Capabilities of Schoolchildren
During Heavy Rainfall– Implementation at Elementary School in Nagaoka City,
Niigata Prefecture, a Disaster-Stricken Area
Masaki Ikeda∗1,† , Toshimitsu Nagata∗2 , Reo Kimura∗3 , Tai-Young Yi∗1 , Shingo Suzuki∗1 ,Shingo Nagamatsu∗1 , Takashi Oda∗4 , Shun Endo∗4 , Mitsuhiro Hatakeyama∗4 ,Seigo Yoshikawa∗4 , Satoru Adachi∗5 , Shinya Miura∗6 , and Junya Take∗7∗1 Disaster Resilience Research Division, National Research Institute for Earth Science and Disaster Resilience (NIED)

3-1 Tennodai, Tsukuba, Ibaraki 305-0006, Japan† Corresponding author, E-mail: m-ikeda@bosai.go.jp∗2

Niigata Local Meteorological Office, Japan Meteorological Agency, Niigata, Japan∗3 Faculty and Graduate School of Human Science and Environment, University of Hyogo, Hyogo, Japan∗4

Graduate School of Education, Miyagi University of Education, Miyagi, Japan∗5 Snow and Ice Research Center, National Research Institute for Earth Science and Disaster Resilience (NIED), Yamagata, Japan∗6 Disaster Information Research Division, National Research Institute for Earth Science and Disaster Resilience (NIED), Ibaraki, Japan∗7 Disaster Management, Cabinet Office, Government of Japan, Tokyo, Japan[Received February 22, 2021; accepted July 26, 2021]

In this study, an education program for heavy rainfall
risk management was developed using the Analysis,
Design, Development, Implementation, and Evaluation (ADDIE) model of instructional design (ID) to enhance the disaster response capabilities of schoolchildren to encourage them to think and act responsibly
to protect themselves during a disaster following heavy
rainfall. The program’s effectiveness was evaluated by
its implementation at Nagaoka Municipal Senju Elementary School in Nagaoka City, Niigata Prefecture,
which was devastated by the heavy rainfall caused by2019 Typhoon No.19. The learning effect was confirmed throughout the program. Furthermore, theprogram has improved because of its implementationand evaluation.

Keywords: flood, elementary education, disaster management, instructional design (ID), ADDIE

1. Background and Objective of the Study
1.1. Present Conditions and Problems Associatedwith Disaster Education for Heavy Rainfall
Weather disasters have become more violent and frequent worldwide in recent years, and have caused serious
harm to humans in Japan as well [1]. The government
revised “the Fundamental Plan for National Resilience”
in December 2018 [2], considering the lessons learned
from the Western Japan Heavy Rain Disaster in July 2018,

which claimed the lives of 237 people [3]. This revision
incorporates disaster management education as the firstof the 12 individual policies, which also includes the policy that “enabling them be conscious about their responsibility to protect their own life, and to take evacuation
behavior on their own judgement ... disaster prevention
exercises and disaster prevention education will be promoted continuously through schools, workplaces, local
autonomous organizations, and other relevant organizations.”
In addition, “to surely link disaster management information, such as weather information and evacuation information, with residents’ evacuation actions” is alluded
to as a lesson learned from disasters in recent years. Furthermore, the Flood Control Act, which plays a major rolein flood control in Japan, was revised and implemented
in 2017, following the disaster resulting from heavy rainfall in recent years [4]. Following the implementation of
the Act, river managers advocated for a revision of flood
hazard maps and to increase public awareness among residents [5].
In “development of disaster management education tonurture ‘Zest for Life’,” the Ministry of Education, Culture, Sports, Science and Technology (MEXT) takes theabove into consideration and focuses on heavy rainfall
disaster management education, to set real examples forlearning about disasters resulting from heavy rainfall [6].
Furthermore, the materials for school disaster management prepared by the boards of education across the country contain some examples of heavy rainfall disaster management education [7]. However, the learning depicted in

Journal of Disaster Research Vol.16 No.7, 2021
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Ikeda, M. et al.

these documents focuses on knowledge acquisition rather
than how to judge and behave to protect our lives, although it treats the disaster as a learning opportunity.
Besides, the disaster management administrative organizations, river offices of the Ministry of Land, Infrastructure, Transport and Tourism, and the Japan Meteorological Agency have developed various educational materials
using their knowledge of river management and meteorological service specialists [8, 9]. Additionally, researchers
also have developed educational materials incorporate expertise in disaster management, such as hazard maps, intheir previous research [10]. However, if teachers try use
these materials in their classes, they require a significant
amount of time and effort, or support from experts.
As per past studies, despite the availability of teachingmaterials for acquiring knowledge, there is a lack of learning practices and teaching materials to foster an awarenessof “protecting our own lives.” Considering the above, it
is critical to develop materials and programs that enable
teachers to educate children, which can enhance their ability to take necessary actions based on their judgment andevacuate during disasters resulting from heavy rainfall.

1.2. The Objective of This Study
In response to the issues raised in the previous section, this study aims to develop and improve educational
programs to enhance the disaster response capabilities
of schoolchildren to ensure they can respond actively toweather information based on their judgment to protect
their lives in the event of a disaster following heavy rainfall. We also used the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) process of Instructional Design method hereinafter referred to as ID,
to develop an education program on heavy rainfall disaster management, hereinafter referred to as “the program.”
We then conducted a practical verification of the program
for the children in the target school, confirming the learning effect and improving the program.
This paper discusses the outline of the program’s development, the results of the evaluation through implementation, and how the program’s contents were improved
based on the evaluation results.

2. Study Method
2.1. Development of Education ProgramThis program was developed based on the ADDIE of
ID. ID is the learning theory used in the fields of pedagogy, psychology, and educational technology and is defined as “the models or the study field compiling methods
to make educational activities more effective, efficient,and attractive, as well as the process to realize the learning
environment by applying such models and methods” [11].
According to the ID theory [12], better teaching materials can be prepared by identifying the requirements oflearners, such as the learning purpose, the problem, andthe learning objective, and as well as the learning materi1122

Fig. 1. The ADDIE process.

als, the learning environment, and the knowledge required
to be implemented, and developing by following the ADDIE process (Fig. 1).
Previous studies that applied the ID theory to develop
disaster management education programs include studies
by Nagata and Kimura [13–16], who developed and generalized programs for earthquakes, tornadoes, and volcanic eruptions with the learning objective of “fostering
the attitude to behave proactively.” They also discussed
the development and generalization of a disaster management education program for children with visual and cognitive disabilities [17, 18].
In addition, Higashino and Yoshimoto [19] developed
e-learning materials for elementary school teachers by applying the ID theory and discussed the effectiveness ofthe materials. Examples of previous studies applying ID
theory outside the field of education include the study by
Umeno and Asada [20], who developed a large-scale disaster training program for medical institutions, the study
by Ogasawara [21], who developed a learning support
program for a company, and the study by Ishii et al. [22],who developed a technology management education program for an engineering liberal arts course. As previously
stated, the application of the ID theory in Japan in recent
years has been widespread beyond the field of education.
In this study, we referred to these previous studies and applied the concept of the ADDIE process of ID theory todevelop and evaluate a disaster education program basedon scientific methods.
This paper describes the development process of the education program against heavy rainfall disasters according to ADDIE. As described in Section 1.1, we analyzed
the current situation and issues surrounding heavy rainfall disasters and the knowledge of them in Japan. In
Section 2.2, we identified the target school and class of
this study based on the information in Section 1. Section 3.1 presents the analysis of the current situation, issues, and requirements for disaster education in the classunder study. Consequently, we established the learning
objectives of the program. Section 3.2 depicts the program’s design based on the analysis; Section 3.3 presents
the evaluation method of the program; Section 4.1 describes the implementation of the program in the target
school; Sections 4.2 and 4.3 reveal the evaluation results of the implementation in the target school, and Section 4.4 highlights the problems and revisions of the program based on the evaluation results.

Journal of Disaster Research Vol.16 No.7, 2021

Development of Disaster Management Education Program to Enhance
Disaster Response Capabilities of Schoolchildren During Heavy Rainfall– Implementation at Elementary School in Nagaoka City,
Niigata Prefecture, a Disaster-Stricken Area

led by the co-authors. They coordinated with the target
school, prepared the program and learning materials, anddeveloping the Information Communication Technology(ICT) tools.

3. Design and Development of the Heavy Rainfall Disaster Management Program

Fig. 2. Senju Elementary School and flooding hazard mapof the Shinano River. Base map was made from the Fundamental Geospatial Data and Digital Land Numerical Information.

2.2. Outline of the Area for Study
The Shinano River, also known as the Chikuma River,is a Class A river1 [23] that runs through Niigata andNagano Prefectures and is the longest river in Japan witha channel length of 367 km. This river has suffered fromseveral large-scale flood disasters in the past. For example, the heavy rainfall in July 1896, also known as the“Yokota burst,” with a death toll of 75, the heavy rainfall
in Niigata and Fukushima in July 2004 with a death tollof 15, and the heavy rainfall in Niigata and Fukushima in
July 2011 with a death toll of four [24]. In addition, during Typhoon Hagibis in October 2019, the bank collapsed
in Nagano City and there was flooding along several tributaries [25].
In 2019, Typhoon Hagibis caused flooding in the Shinano (Chikuma) River and some of its tributaries. Fortunately, there was no major damage in Nagaoka city.
However, the Shinano River reached its highest level
ever, which raised awareness within the city government
and among the citizens about the Shinano River flooding. Therefore, the “Heavy Rain Disaster Management
Project” was initiated in the Senju area, located near the
Shinano River in the city. As a part of the project, Senju
Elementary School, whose school district was includedin the inundation hazard area (Fig. 2), was selected as atarget school for the disaster education program of thisstudy. To select the school, we analyzed the current status
and issues with disaster education in the target classes ofthe school.
The project members included researchers from the
National Research Institute for Earth Science and Disaster Resilience (NIED), experts from national disastermanagement-related organizations, a teacher, and graduate students from the National University of Education,
1. Rivers subject to the River Law are classified into Class A and Class B
rivers, depending on the importance of their roles. Class A rivers aremanaged by the national government (MLIT), prefectural governor, orordinance designated city mayor.

Journal of Disaster Research Vol.16 No.7, 2021

3.1. Designing Targets and Learning Objectives
Using the ADDIE process in this study, we developed
an education program for heavy rainfall disasters. First,
we analyzed the current status and issues of disaster education in Niigata Prefecture, where the target school islocated.
The Prefectural Board of Education has prepared the“Niigata Prefecture Disaster Management Education Program” [7], hereinafter referred to as the “Prefectural Program,” and 83% of the elementary schools in the prefecture implement disaster management education using
the Prefectural Program [26]. The Prefectural Programprovides learning materials for students in grades one
through six. The flood disaster version of the program
includes a river observation study by the third grade anda study program on specific flood disasters by the fourth
grade. However, all the learning materials for the fourth
grade and above are aimed at acquiring knowledge, anddo not provide materials aimed at considering evacuation
behavior based on weather information, evacuation information, and hazard maps.
Therefore, the existing Prefectural Programs are not capable of implementing disaster education that enhanceschildren’s ability to make their own decisions and takeindependent actions during heavy rains. In addition, interviews with teachers of the target classes, who had firsthand experience with the dangers of flooding, revealed
that they were aware of the dangers caused by heavy rainfall disasters. They also considered the lack of learningmaterials on heavy rainfall disasters as a concern.
Consequently, the learning objectives of the program
developed in this study were established as follows: to beaware of protecting one’s life from heavy rainfall disasters; to understand weather information, evacuation information, and hazard maps; and to acquire the attitude to behave proactively during heavy rainfall using the acquired
knowledge. The program assumed that the students had
already acquired the learning content presented in the Prefectural Program up to the fourth grade.
3.2. Development of Learning Contents
In developing the learning content, we decided on athree-unit structure based on the findings of interviews
with homeroom teachers about the knowledge already acquired by the target group and the amount of study timethat could be expected (Table 1). We developed teaching plans, slide materials, and worksheets for each lesson(Fig. 3) according to the unit structure. The learning objectives and contents of each lesson are illustrated below.
1123

Ikeda, M. et al.

Table 1. Unit structure table.
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KHDY\UDLQVZLWKDGXOWVOLYLQJLQWKHFRPPXQLW\Unit 1 is a prior learning unit aimed at making children conscious of protecting their own lives from heavy
rainfall disasters and acquiring knowledge of the weather
and the evaluation information necessary for proper judgments during heavy rainfall. This unit is divided into two
lessons.
The learning objectives of Lesson 1 “Let us learn aboutcharacteristics and disaster control of large rivers” areto “understand the characteristics of rivers and the dangers of floods” and “learn about the preventive measures against flooding of large rivers.” By reviewing
the third-grade students’ learning from the river observations, understanding the features of large rivers, how aflood occurs, the measures against the flooding of a large
river, and their limitations, the learning materials help theschoolchildren understand the importance of their earlybehavior based on their judgment while residing near alarge river that is prone to low-frequency large-scale disasters.
The learning objectives of Lesson 2: “Let us learn how
to gather information on dangerous rain” are to “understand the disasters caused by heavy rainfall” and “knowabout the dangers caused by heavy rainfall.” The learning objectives are to understand the importance of making decisions based on the information by learning how
difficult it is to recognize the relation between rainfall intensity and to intuitively recognize the danger of a disaster through video materials, etc., and to understand theprobability of a disaster depending on the topography, theweather information, and the evacuation information.
Unit 2 adopts active learning and consists of lessons1124

Fig. 3. Examples of worksheet (A) and slide (B).

that students learn how to make evacuation decisions during heavy rainfall using a flooding hazard map. Active
learning is a learning method recommended by MEXT
based on new courses of study, in which students work independently and actively, using their knowledge and skills
to discover problems and deepen their thinking to solve
them [27].
Lesson 3: “Let us learn the behavior to protect ourselves from a flood, part 1” and Lesson 4: “Let us learn
the behavior to protect ourselves from a flood, part 2”
are the two lessons of this unit. The learning objectives
for Lessons 3 and 4 are to “read hazard map correctly”
and “judge evacuation actions according to the danger
at the spot.” Students learn how to use an ICT tool toconfirm the expected flooding depth at one’s own homeon a flood hazard map, as well as to assess the evacuation destination and route during heavy rainfall. The ICTtool “YOU@RISK Your Flood Evacuation” [28], developed by NIED with the aim of “providing the opportunity to learn what should be known and how to behave
against risk in the event of a disaster,” has been used inthis program. ICT-based learning is thought to have astrong affinity for active learning [29] and is being introduced into the field of education based on the IT policies
of education and the infection control measures against
COVID-19.
Unit 3 is an active learning unit to develop the attitude
Journal of Disaster Research Vol.16 No.7, 2021

Development of Disaster Management Education Program to Enhance
Disaster Response Capabilities of Schoolchildren During Heavy Rainfall– Implementation at Elementary School in Nagaoka City,
Niigata Prefecture, a Disaster-Stricken Area

to behave actively when learners recognize heavy rainfall
weather information.
The learning objectives for Lesson 5 “Let us discuss
how to evacuate according to the situation, part 1” areto “consider an evacuation action according to the situation,” and “discuss evacuation actions in a group.” Thelearning style is group discussion, and groups are formedin the basis of their home location. The situation assumed is that when children go to Nagaoka Station, heavy
rains will increase the risk of the Shinano River flooding. They confirm the expected flooding depth using theabove-mentioned ICT tool, discuss each idea on evacuation actions, and decide the evacuation destination androute.
The learning objectives for Lesson 6 “Let us discuss
how to evacuate according to the situation, part 2” are“To summarize what you learned and explain this to otherpeople,” and “To ask an adult living in the area any
questions.” By presenting what the schoolchildren havelearned to representatives from each area and questioning
each other to exchange opinions, the schoolchildren canconnect their thoughts with the local flood history and the
behavior of local residents in the past to learn how to behave as members of the local community.

3.3. Method for the Program Evaluation
The effectiveness of the developed program is evaluated using a “learning questionnaire” based on the learning objectives. In ID theory, Gagne et al. state, “the program performance is definitely defined by the evaluationof the learner” [30]. Following this concept, a method
to quantify the effectiveness using a learner questionnaire
was adopted in this study. In addition, Nagata and Kimura
evaluated the learners’ performance by using pre- andpost-questionnaires to measure the effectiveness of theireducational program [13–18].
As for the question items, questions corresponding to
the three units were formulated, six questions per unit,
totaling 18 questions.
The question items for Unit 1 are as follows: Q.1 “Do
you know what kinds of flood hazards exist dependingon the characteristics of the river?” Q.2 “Do you knowwhat kinds of disaster risks due to heavy rain exist along
the nearby river?” Q.3 “Do you know how flood control
facilities, such as levees, function during heavy rain?” Q.4“Can you imagine what will happen to your neighborhood
in a disaster following heavy rains?” Q.5 “Do you knowwhat kinds of information is available about disaster risks
due to heavy rain?” and Q.6 “Do you know how to collectinformation about disaster risks due to heavy rain?”
The question items for Unit 2 are as follows: Q.7 “Canyou use a hazard map to find out the estimated flooding
depth in a certain area?” Q.8 “Do you know where thesafe evacuation sites are located in your neighborhood
during heavy rain?” Q.9 “Do you know where to avoid
going during heavy rain?” Q.10 “Can you make evacuation decisions according to the rainfall situation?” Q.11
“Are you ready to decide what you do if you know it will
Journal of Disaster Research Vol.16 No.7, 2021

Table 2. Schedule of the implementation and evaluation.
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rain heavily in a few hours?” and Q.12 “Can you instructpeople around you what to do during heavy rain?”
The question items for Unit 3 are as follows: Q.13 “Can
you look up evacuation sites and routes for various situations using YOU@RISK?” Q.14 “Can you organize opinions discussed in groups about evacuation during heavy
rain?” Q.15 “Can you evacuate correctly when a river islikely to flood?” Q.16 “Can you make a presentation ofwhat you observed and thought about the flood?” Q.17
“Can you explain what you found out and thought about
floods to your family members?” and Q.18 “Can you ask
questions and discuss about floods with neighborhood residents?” In addition, Qs.13 to 16 evaluates the learner’sability to behave proactively based on their knowledge
and skills.
The schoolchildren responded with a 4-point Likert
scale: “Think so or can do so – 4 points,” “Think so a little or can do so a little – 3 points,” “Don’t think so muchor cannot do so well – 2 points,” and “Don’t think so orcannot do so – 1 point.” Moreover, the program is also
evaluated on this 4-point Likert scale.

4. Implementation, Evaluation, and Improvement of the Education Program
4.1. Implementation of the Program
The program was implemented over three days for
52 fourth-grade students of Nagaoka Senju Elementary
School, in two classes. The lessons are taught twice foreach of the three units (45 min × 2), for a total of six
lessons. The questionnaire was distributed a total of fivetimes before and after each unit to measure the effectiveness (Table 2).
Unit 1 was implemented on November 11. The lesson was conducted by the class teacher in a mass-teachingstyle using a blackboard and slides according to the teaching guide. The students wrote down their learning on theworksheet. A part of the lesson was implemented as ateam-teaching activity with the authors (Fig. 4).
Unit 2 was implemented on November 25. After theteacher demonstrated the model for using the ICT tool using a PC, the students examined the inundation depth, theevacuation site, and the evacuation route near their own
homes. They then completed the worksheet with their1125

Ikeda, M. et al.


Fig. 4. Lesson of Unit 1.

Fig. 5. Lesson of Unit 2.

Fig. 7. Measurement results of the learning effect on Unit 1.

Fig. 6. Lesson of Unit 3.

learning (Fig. 5).
Unit 3 was implemented on December 22 as a grouplearning exercise. The presentations and questions withthe residents of the Senju Elementary School district wereconducted using the Zoom web conference platform toprevent the spread of COVID-19 (Fig. 6). The eight participating residents gathered at the Senju community center near the elementary school to watch the children’s presentations and to interact with each group online.

4.2. Evaluation Results of the Program ThroughImplementation
As mentioned earlier, the “learning questionnaire” wasadministered to the children before and after the program
study to assess the learning effects of each unit. The
paired t-test was used as a statistical analysis method.
The learning effect of Unit 1 was measured before(November 10, 2020) and after (November 12, 2020) the
learning. The results are presented in Fig. 7. Q.1: “Do
you know what kinds of flood hazards exist dependingon the characteristics of the river?” displays a statistically significant increase with a mean score from 2.93
pre-learning to 3.58 post-learning (t(44) = 5.82, p < .01).
Q.2: “Do you know what kinds of disaster risks due toheavy rain exist along a nearby river?” displays a statistically significant increase with a mean score from 3.09
pre-learning to 3.57 post-learning (t(43) = 3.33, p < .01).
Q.3: “Do you know how flood control facilities, such as
levees, function during heavy rain?” displays a statistically significant increase with a mean score from 2.67
1126

pre-learning to 3.40 post-learning (t(44) = 4.77, p < .01).
Q.4: “Can you imagine what will happen to your neighborhood in a disaster due to heavy rain?” does not reveal
a statistically significant increase with a mean score from
3.14 pre-learning to 3.36 post-learning (t(43) = 1.65,
n.s.). Q.5: “Do you know what kinds of information isavailable about disaster risks due to heavy rain?” displays
a statistically significant increase with a mean score from2.71 pre-learning to 3.13 post-learning (t(44) = 3.76,
p < .01). Q.6: “Do you know how to collect information on disaster risks due to heavy rain?” displays a statistically significant increase with a mean score from 2.38
pre-learning to 3.38 post-learning (t(44) = 7.04, p < .01).
In Q.4, a statistically significant increase is not recognized. However, the mean score of the pre-learning at
3.14 is already high. It seems that the schoolchildren acquired the knowledge concerned because the class teachers taught the lesson on local flood history before this program.
Next, the learning effect of Unit 2 was measured before(November 10, 2020) and after the learning (November
26, 2020). The results are presented in Fig. 8. Q.7: “Canyou use a hazard map to find out the estimated flooding
depth in a certain area?” displays a statistically significant increase with a mean score from 2.87 pre-learning
to 3.59 post-learning (t(45) = 3.86, p < .01). Q.8: “Do
you know where the safe evacuation sites are located inyour neighborhood during heavy rain?” displays a statistically significant increase with a mean score from 2.96
pre-learning to 3.30 post-learning (t(45) = 2.27, p < .05).
Q.9: “Do you know where to avoid going during heavy
rain?” displays a statistically significant increase with amean score from 2.91 pre-learning to 3.26 post-learning(t(45) = 2.19, p < .05). Q.10: “Can you make evacuation
decisions according to the rainfall situation?” displays astatistically significant increase with a mean score from
Journal of Disaster Research Vol.16 No.7, 2021

Development of Disaster Management Education Program to Enhance
Disaster Response Capabilities of Schoolchildren During Heavy Rainfall– Implementation at Elementary School in Nagaoka City,
Niigata Prefecture, a Disaster-Stricken Area

Fig. 8. Measurement results of the learning effect on Unit 2.

2.37 pre-learning to 3.02 post-learning (t(45) = 4.45, p <.01). Q.11: “Are you ready to decide what to do if you
know it will rain heavily in a few hours?” displays a statistically significant increase with a mean score from 2.78
pre-learning to 3.20 post-learning (t(45) = 2.68, p < .05).
Q.12: “Can you instruct people around you what to do
during heavy rain?” reveals a statistically significant increase with a mean score from 2.65 pre-learning to 3.11
post-learning (t(45) = 3.31, p < .01).
Paying specific attention to the questions on learningwith ICT, which is the merit of this learning, the averagescore of Q.7 increased by 0.68, and that of Q.10 increased
by 0.65, indicating a larger increase than other questions,indicating a particularly high learning effect.
Finally, the learning effect of Unit 3 was measured
before (December 21, 2020) and after the learning (December 23, 2020). The results are presented in Fig. 9.
Q.13: “Can you look up evacuation sites and routes forvarious situations using YOU@RISK?” displays a statistically significant increase with a mean score from 2.69
pre-learning to 3.31 post-learning (t(48) = 3.37, p < .01).
Q.14: “Can you organize opinions discussed in groups
about evacuation during heavy rain?” displays a statistically significant increase with a mean score from 2.88
pre-learning to 3.14 post-learning (t(48) = 2.10, p < .05).
Q.15: “Can you evacuate correctly when a river is likely
to flood?” displays a statistically significant increase witha mean score from 3.08 pre-learning to 3.35 post-learning(t(48) = 2.29, p < .05). Q.16: “Can you make a presentation of what you observed and thought about theflood?” indicates a statistically significant increase witha mean score from 2.92 pre-learning to 3.22 post-learning(t(48) = 2.46, p < .05). Q.17: “Can you explain what
you found out and thought about the flood to your family
members?” does not reveal a statistically significant increase with a mean score from 3.29 pre-learning to 3.51
Journal of Disaster Research Vol.16 No.7, 2021

Fig. 9. Measurement results of the learning effect on Unit 3.

post-learning (t(48) = 1.97, n.s.). Q.18: “Can you ask
questions and discuss about floods with neighborhood residents?” indicates a statistically significant increase witha mean score from 2.94 pre-learning to 3.37 post-learning(t(48) = 3.46, p < .01).
Paying attention to the questions about ICT learning,
the increase in the average score of Q.13 is 0.62, whichis the highest, and therefore, the effect of ICT learning is
confirmed. In Q.17, a statistically significant increase was
not recognized. Furthermore, the average score of Q.17
before the learning was higher at 3.24. This could be attributed to the fact that the homeroom teacher instructed
the students to have a home study of the discussion on thelearning of Unit 2 with their family, which was not included in the program, so that the students’ ability related
on Q.17 was high even before the learning of Unit 3.

4.3. Analysis on Retention of Learning Effect
Next, the repeated measures analysis of variance, or
ANOVA, was applied to the four measurements of Units 1
and 2 to verify if the knowledge and skills acquired by the
implementation of the program could be retained acrosstime and other conditions. The results are presented in
Figs. 10 and 11.
As for the learning from Unit 1, the results of the analysis of variance display statistical significance in five items
except for Q.4, where the average score was high before
the learning. Therefore, the learning effect was verified
throughout the program. As for Unit 2, statistical significance was confirmed in three items of Qs.7, 10, and
12. Qs.7 and 10 are related to ICT learning, and it isthought that the expected learning effect was achieved.
In Q.12, it is thought that the effect was enhanced by explaining the learning results in class and at home. Except
for Qs.8 and 9, in ten items, the mean score decreasedslightly in the third effectiveness measurement. However,1127

Ikeda, M. et al.

Fig. 10. Results of ANOVA for Unit 1.

Fig. 11. Results of ANOVA for Unit 2.

the reduction in learning effectiveness over time was minor and had no effect on the effectiveness of the overall
program. However, after the learning of Unit 3, the average score of these items increased again at the fourth measurement. Although Qs.8 and 9 are not statistically significant, the mean scores continued to increase over the fourmeasurements. This suggests that there was a learning effect, as awareness and attitudes changed through learning,and safe and dangerous spots were more apparent.
From the above, it is confirmed that the group learning activity and the exchange with the local residents conducted in Unit 3 could retain the learning effects of Units 1
and 2 and deepen the understanding of the schoolchildren.

minor at 0.43. A meteorological expert who observed theclass noted that the program was not designed to teachstudents through the flood occurrence process, from rainfall as the trigger, to rivers as the land factor and that thismight have led to a lack of understanding of the importance of weather information. The homeroom teachers
also agreed with this observation.
Accordingly, Unit 1 of the program has been revised to
begin with Lesson 1 “Let us learn about disasters causedby heavy rain,” while Lesson 2 “Let us learn about disaster control of large rivers” in Table 3 has been moved
ahead of Lesson 3 “Let us learn about the information
on dangerous rainfall” in Table 3. In addition, to deepen
the practical visualization and the understanding of heavy
rainfall disasters, as per the teachers’ suggestions, thelessons on how heavy rainfall disasters occur based on“Where rainwater goes and the conditions of the ground,”the learning materials for science for the fourth grade, andthe materials to watch videos of heavy rainfall disasters
that have occurred in recent years have been added.

4.4. Revision of the Program Based on Evaluation
From the above evaluation results, the learning effectof this program can be substantiated. Furthermore, to enhance the learning effect of the education program, it was
improved based on the analysis results. Specifically, theprogram is improved by summarizing the challenges asfollows: focusing on the items where the average scoreis low after the lesson and increases only a little between
before and after the lesson, and referring to the opinionsof the class teachers.
4.4.1. Improve Understanding of Weather Information
In Unit 1, the average score of Q.5 “Do you know whatkinds of information is available on the disaster risks dueto heavy rain?” is the lowest, and the increase in the average score between before and after the learning is likewise1128

4.4.2. Enhance Ability to Make Decisions in Response
to Weather Situations
In Unit 2, the average score of Q.10 “Are you ready tomake a decision on evacuation depending on the situationof rain etc.” is the lowest at 2.94, and the increase in the
average score of Q.11 “Have you already roughly decided
what kind of behavior you should display if you know that
it would rain heavily after several hours” is minor at 0.38.
Accordingly, following improvement was examined
to enhance the judgment on the behavior depending on
heavy rainfall and its timing. The learning to treat the
Journal of Disaster Research Vol.16 No.7, 2021

Development of Disaster Management Education Program to Enhance
Disaster Response Capabilities of Schoolchildren During Heavy Rainfall– Implementation at Elementary School in Nagaoka City,
Niigata Prefecture, a Disaster-Stricken Area

Table 3. Revised unit structure table.
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LQ\RXUFRPPXQLW\timeline indicating the issuance of weather information,
evacuation information, and the time the flood that occurred during heavy rainfall disasters in recent years has
been added as materials to the contents of Lesson 2 ofUnit 1 “Let us know about dangerous and heavy rainfall
and how to collect the information.” Moreover, according
as the teachers’ suggestion, a teacher will ask a question
to children about evacuation decision making based on
weather information and situation, and they will discussthese topics in pairs or small groups in Unit 2.
4.4.3. Retention of the Ability to Think and Express
Evacuation Actions
The increase of the average score of Q.12 in Unit 2“Can you instruct people around you what to do during
heavy rain?” is minor at 0.43 and the average score after the lesson is also low at 3.08. However, statisticalsignificance is recognized in the repeated measures because after learning Unit 2, the teachers instructed the students to explain their learning achievements, the map, andthe worksheet in which the lessons were recorded at theirhomes and to engage in discussions about the topic.
Therefore, according to the teachers’ suggestion, it wasadded to Unit 2 of the program to offer homework to
the students and to discuss the learning outputs with theirfamilies following the lesson.
Based on the above improvements this program was revised. 1) Unit 1 has been changed as follows to enhance
understanding of weather information. Unit 1 consists ofthree lessons – Lesson 1 “Let us know about the disaster
caused by heavy rainfall”; Lesson 2 “Let us know about
the characteristics of large rivers and flood preparedness”;
and Lesson 3 “Let us know how to collect the information on heavy rainfall.” In Lesson 1 “Let us know about
the disaster caused by heavy rainfall” has been added toreview “Where rainwater goes and the conditions of the
Journal of Disaster Research Vol.16 No.7, 2021

ground,” in school textbooks of science for the fourth
grade, and learn about heavy rainfall disasters in recent
years by videos. Moreover, in Lesson 3 “Let us know
how to collect information on heavy rainfall,” the learning
has been added to which treats the timeline demonstrating the release of weather information and the evacuation
information during the floods following heavy rainfall in
recent years. 2) To enhance students’ ability to make decisions in response to weather situations, questions havebeen included in the teaching plan of Unit 2. The questions ask students to make decision based on weather information and situation, and they discuss them in pairs or
small groups. 3) Furthermore, for retention of the ability
to think and express evacuation actions, an instruction has
been added to assign them homework to explain the map
and the worksheet to be created in the Unit 2 lessons totheir family members, and discuss these with them. The
unit structure table reflecting the above modifications isshown in Table 3, and the instructional plans is shown in
Figs. 12–16.

5. Conclusions and Future Development
In this study, an education program for heavy rainfall
risk management was developed using the ADDIE process of ID to enhance the disaster response capabilities ofschoolchildren by encouraging them to think about andbehave proactively to protect their own lives during disasters resulting from heavy rainfall. The program was evaluated through an implementation at Nagaoka Municipal
Senju Elementary School in Nagaoka City, Niigata Prefecture, which was affected by floods caused by Typhoon
No.19. Thus, the statistical significance between before
and after the learning was recognized and the learning
effect was verified throughout the program. The program was further improved through its implementationand evaluation.
This program is planned to be developed at elementary schools in Nagaoka City by the NPO Hometown
Future Creation Hall in the city, a cooperator of thestudy, through a city-commissioned project called “Disaster Management Treasure Box.” It is expected that byrepeating the cycle of implementation, evaluation, and revision for local elementary schools with similar high floodrisk as Senju Elementary School, the program would beenhanced, and its effectiveness would be increased in the
future. We also want to develop a program for heavy rainfall disaster management education treating urban inundation and sediment disasters in hilly and mountainous
areas.
Acknowledgements
The authors express their gratitude to the two teachers and
52 fourth-grade students of Nagaoka Municipal Senju Elementary
School, for implementing the disaster management education inthis study, as well as other school officials and the members of the
Senju Town Planning Promotion Department who assisted with1129

Ikeda, M. et al.

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the lessons. The authors also express their gratitude to Nagaoka
City’s Crisis Management Disaster Prevention Headquarters, aswell as the NPO Hometown Future Creation Hall, for coordinating the implementation of this study.

References:[1] Cabinet Office, “White Paper on Disaster Management 2019, Chapter 1 Disasters in 2018, Section 1 Consecutive Disasters, Special Feature Consecutive Disasters – Toward the Establishmentof a Disaster Conscious Society –,” http://www.bousai.go.jp/en/
documentation/white paper/2019.html [accessed February 1, 2021]

1130

Fig. 13. Revised teaching guide for Lesson 2 of Unit 1.

Journal of Disaster Research Vol.16 No.7, 2021

Development of Disaster Management Education Program to Enhance
Disaster Response Capabilities of Schoolchildren During Heavy Rainfall– Implementation at Elementary School in Nagaoka City,
Niigata Prefecture, a Disaster-Stricken Area
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Fig. 14. Revised teaching guide for Lesson 3 of Unit 1.

Journal of Disaster Research Vol.16 No.7, 2021

[2] Cabinet Secretariat, “Fundamental Plan for National Resilience –For Building a Strong and Flexible Country –,” https://www.cas.go.
jp/jp/seisaku/kokudo kyoujinka/en/fundamental plan.pdf [accessed
February 1, 2021][3] Cabinet Office, “White Paper on Disaster Management 2019,
Chapter 1 Disasters in 2018, Section 1 Consecutive Disasters, 11 The Heavy Rain Event of July 2018 (Western Japan),” http://www.bousai.go.jp/en/documentation/white paper/2019.html [accessed February 1, 2021][4] Ministry of Land, Infrastructure, Transport and Tourism (MLIT),“‘The Flood Control Act, etc. Partial Amendment Law’ is now
in effect,” https://www.mlit.go.jp/river/suibou/suibouhou.html (inJapanese) [accessed February 1, 2021][5] MLIT, “The guideline for creating flood hazard maps,” 2016,
https://www.mlit.go.jp/river/basic info/jigyo keikaku/saigai/tisiki/hazardmap/suigai hazardmap tebiki 1.pdf (in Japanese) [accessed
February 1, 2021][6] Ministry of Education, Culture, Sports, Science and Technology(MEXT), “Reference Materials for Disaster Management at School– Development of Disaster Management Education to Foster Zest
for Life –,” 2013, https://anzenkyouiku.mext.go.jp/mextshiryou/
data/saigai03.pdf (in Japanese) [accessed February 1, 2021][7] Niigata Prefectural Board of Education, “The Niigata Prefecture Disaster Management Education Program: Flood Disaster
Edition,” 2015, http://furusato-bousai.net/Download/program/03
2 kouzui.pdf [accessed February 1, 2021][8] Shimodate River Office, “My Timeline Study Tool for Elementary
and Junior High School Students - Escape Kid,” https://www.ktr.
mlit.go.jp/shimodate/shimodate00626.html (in Japanese) [accessed
February 1, 2021][9] Japan Meteorological Agency, “Workshop on What Do You Do
When Unprecedented Heavy Rains Occur?,” http://www.jma.go.
jp/jma/kishou/know/jma-ws/ (in Japanese) [accessed February 1,
2021][10] N. Kuwasawa, T. Katada, Y. Oikawa, and M. Kodama, “Development of Comprehensive Scenario Simulator in Flood Time and Its
Application to Disaster Education,” Doboku Gakkai Ronbunshuu
D, Vol.64, No.3, pp. 354-366, 2008 (in Japanese).
[11] K. Suzuki, “Instructional Design for e-Learning Practice,” Japan J.
of Educational Technology, Vol.29, No.3, pp. 197-205, 2006 (inJapanese).
[12] T. Inagaki and K. Suzuki, “Manual for Design of Classes Ver.2:
Instructional Design for Teacher,” Kitaooji Shobo Publishing, 2015
(in Japanese).
[13] T. Nagata and R. Kimura, “Practice of Disaster Management Education to Enhance ‘Zest for Life’ by Using Earthquake Early Warning– Cooperation among Local Meteorological Observatory, Board of
Education and Schools,” Papers of Institute of Social Safety Science, No.21, pp. 81-88, 2013 (in Japanese).
[14] T. Nagata and R. Kimura, “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 2nd in 2013 –,” Papers of Instituteof Social Safety Science, Vol.24, pp. 161-169, 2014 (in Japanese).
[15] T. Nagata and R. Kimura, “An Attempt of Development the Tornado
Disaster Management Education Program Based on the Knowledge
and Lessons of the Tornado-affected School and Applying themon Schools out of the Affected Area,” Papers of Institute of Social
Safety Science, Vol.28, pp. 117-126, 2016 (in Japanese).
[16] T. Nagata and R. Kimura, “Development of Disaster Management Education Program to Build Competency in Students’ ‘Zest
for Lives’ against Volcanic Disaster,” Papers of Institute of Social
Safety Science, Vol.29, pp. 175-184, 2016 (in Japanese).
[17] T. Nagata and R. Kimura, “A Development of the Disaster Management Education and Trainings Program for Students with Visually
Impaired to Improve ‘Zest for Life’ in the Event of A Disaster – A
Case Study on Tochigi Prefectural Special School for the Visually
Impaired –,” Papers of Institute of Social Safety Science, Vol.33,
pp. 115-125, 2018 (in Japanese).
[18] T. Nagata and R. Kimura, “Developing a Disaster Management Education and Training Program for Children with Intellectual Disabilities to Improve ‘Zest for Life’ in the Event of a Disaster – A
Case Study on Tochigi Prefectural Imaichi Special School for theIntellectually Disabled,” J. Disaster Res., Vol.15, No.1, pp. 20-40,
2020.
[19] T. Higashino and N. Yoshimoto, “Creating an e-Learning Course
for Elementary School Teachers on Cloud Observations,” JSSE Research Report, Vol.33, Issue 7, pp. 33-36, 2019 (in Japanese).
[20] A. Umeno and Y. Asada, “Reviewing the Wide-scale Disaster
Simulation Training to Improve Using an Instructional Design,”
Japanese J. of Occupational Medicine and Traumatology, Vol.63,
No.6, pp. 378-384, 2015 (in Japanese).

1131

Ikeda, M. et al.

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1132

Journal of Disaster Research Vol.16 No.7, 2021

Development of Disaster Management Education Program to Enhance
Disaster Response Capabilities of Schoolchildren During Heavy Rainfall– Implementation at Elementary School in Nagaoka City,
Niigata Prefecture, a Disaster-Stricken Area

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Fig. 16. Revised teaching guide for Lesson 6–7 of Unit 3.

[21] T. Ogasawara, “Support of Learning by Instructional Design,” J. of
Assisting Dialogue and Communication Studies, Vol.4, pp. 75-87,
2017 (in Japanese).

jp/river/basic info/english/pdf/RiverAdministrationInJapan(e).pdf[accessed February 1, 2021][22] K. Ishii, M. Nakano, and M. Mizutani, “Development of Management and Career Design Program in a Liberal Arts Curriculum,” J.
of JSEE, Vol.65, Issue 2, pp. 2 21-2 25, 2017 (in Japanese).

[24] Hokuriku Regional Development Bureau, MLIT, “Let’s learn more
about the Shinano and Chikuma Rivers,” http://www.hrr.mlit.go.jp/
shinano/367/disaster/index.html (in Japanese) [accessed February
1, 2021][23] MLIT, “River Administration in Japan,” 2007, https://www.mlit.go.

[25] Hokuriku Regional Development Bureau, MLIT, “Flood Summary

Journal of Disaster Research Vol.16 No.7, 2021

1133

Ikeda, M. et al.

Report of Typhoon No.19 in October in 2019,” 2020, https://www.
hrr.mlit.go.jp/shinage/shinano-plan/ryuiki/ryuiki/2kai/s-1.pdf (inJapanese) [accessed February 1, 2021][26] K. Morohashi, “Development of Niigata Prefecture Disaster Prevention Education to Nurture the Power to Survive from Disasters,”
Proc. of the General Meeting of the Association of Japanese Geographers, Vol.2019a, ID S209, 2019 (in Japanese).
[27] MEXT, “Standards for Curriculum in Elementary and Secondary Education (Advisory),” 2014, https://www.mext.go.jp/bmenu/shingi/chukyo/chukyo0/toushin/1353440.htm (in Japanese)[accessed February 1, 2021][28] National Research Institute for Earth Science and Disaster Resilience (NIED), “Information products to help users make decisions,” https://www.bosai.go.jp/activity special/250s introduction.
html (in Japanese) [accessed February 1, 2021][29] R. Takaoka, “Current Situation and Future Direction of School Lesson and Learning with ICT,” Trans. of Japanese Society for Information and Systems in Education, Vol.33, No.1, pp. 6-21, 2016 (inJapanese).
[30] R. M. Gagne, W. W. Wager, K. C. Golas, and J. M. Keller, “Principles of Instructional Design (5th Edition),” Wadsworth Pub. Co.,
2004, Translation Supervised by M. Iwasaki and K. Suzuki, “Principles of Instructional Design,” Kitaooji Shobo Publishing, 2007 (inJapanese).

Name:
Toshimitsu Nagata

Affiliation:
Senior Coordinator for Weather Information, Niigata Local Meteorological Office, Japan Meteorological Agency

Address:
1-2-1 Misaki, Chuo, Niigata, Niigata 950-0954, Japan

Brief Career:
1985-1988 Toyama Local Meteorological Office, Japan Meteorological
Agency1995-1999 Observation Department of Meteorological Agency, Japan
2010-2014 Kumagaya Local Meteorological Office, Japan Meteorological
Agency2014-2016 Senior Scientific Officer for Volcanic Disaster, Utsunomiya
Local Meteorological Office, Japan Meteorological Agency
2016-2019 Senior Scientific Officer for Earthquake and Tsunami Disaster,
Utsunomiya Local Meteorological Office, Japan Meteorological Agency

Selected Publications:• M. Ikeda and S. Sato, “Survey and Analysis on the Actual Use of theGreat East Japan Earthquake Archives,” J. of Social Safety Science,
Vol.37, pp. 219-226, 2020.
• M. Ikeda, Q. Cui, T. Toyoda, H. Nakamura, and H. Fujiwara,“Developing an Automated System for Simple Estimation of the Direct
Damage Amounts from Earthquakes,” J. Disaster Res., Vol.16, No.2,
pp. 275-286, 2021.

• “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 –,” J. of
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 –,” J. 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,” J. of
Social 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,” J. of
Social Safety Science, Vol.29, pp. 175-184, 2016 (in Japanese).
• “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,” J. DisasterRes., Vol.12, No.1, pp. 17-41, 2017.
• “A Development of the Disaster Management Education and Trainings
Program for Students with Visually Impaired to Improve “Zest for Life” inthe Event of A Disaster – A Case Study on Tochigi Prefectural Special
School for the Visually Impaired –,” J. of Social Safety Science, No.33,
pp. 115-125, 2018 (in Japanese).
• “Developing a Disaster Management Education and Training Programfor Children with Intellectual Disabilities to Improve ‘Zest for Life’ in the
Event of a Disaster – A Case Study on Tochigi Prefectural Imaichi Special
School for the Intellectually Disabled,” J. Disaster Res., Vol.15, No.1,
pp. 20-40, 2020.

Academic Societies & Scientific Organizations:

Academic Societies & Scientific Organizations:

Name:
Masaki Ikeda

Affiliation:
Technical Staff, Disaster Resilience Research
Division, National Research Institute for Earth
Science and Disaster Resilience (NIED)

Address:
3-1 Tennodai, Tsukuba, Ibaraki 305-0006, Japan

Brief Career:
2007-2012 Bachelor of Science, Tohoku University
2012-2014 Master of Science, Tohoku University
2012-2016 President, The Informatization Council for Welfare Promotion
and Disaster Prevention
2016- Researcher, NIED
2020- Doctor Course of Science, Tohoku University

Selected Publications:• Institute of Social Safety Science (ISSS)• Association of Japan Geographers (AJG)• Tohoku Geographical Association (TGA)1134• Institute of Social Safety Science (ISSS)• Japanese Association of Safety Education (JASE)

Journal of Disaster Research Vol.16 No.7, 2021

Development of Disaster Management Education Program to Enhance
Disaster Response Capabilities of Schoolchildren During Heavy Rainfall– Implementation at Elementary School in Nagaoka City,
Niigata Prefecture, a Disaster-Stricken Area
Name:

Name:

Reo Kimura

Shingo Suzuki

Affiliation:

Affiliation:

Professor, School and Graduate School of Human Science and Environment, University of
Hyogo

National Research Institute for Earth Scienceand Disaster Resilience (NIED)

Address:

Address:

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

3-1 Tennnodai, Tsukuba, Ibaraki 305-0006, Japan

Brief Career:

Brief Career:

1994-1998 School of Human Sciences, 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

2006 Great Hanshin-Awaji Earthquake Memorial, Disaster Reduction and
Human Renovation Institution
2007- Disaster Prevention Research Institute, Kyoto University
2015- NIED

Selected Publications:• “Development of a “Disaster Management Literacy Hub” for Collecting,
Creating, and Transmitting Disaster Management Content to Increase
Disaster Management Literacy,” J. Disaster Res., Vol.12, No.1, pp. 42-56,
2017.
• “A Study on the 2016 Kumamoto Earthquake: Citizen’s Evaluation ofEarthquake Information and Their Evacuation and Sheltering Behaviors,”
J. Disaster Res., Vol.12, No.6, pp. 1117-1138, 2017.
• “Research for Contributing to the Field of Disaster Science: A Review,”
J. Disaster Res., Vol.15, No.2, pp. 152-164, 2020.
• “The Determinants of Residents’ Evacuation Behavior in the Torrential
Rain in Western Japan in 2018: Examination of Survey Data of Victims in
Okayama Prefecture,” J. Disaster Res., Vol.15, No.7, pp. 1011-1024, 2020.

Selected Publications:• S. Suzuki and H. Hayashi, “Spatial Exposure Analysis on Tokyo
Metropolitan Earthquake Disaster,” J. Disaster Res., Vol.5, No.1,
pp. 45-53, 2010.

Academic Societies & Scientific Organizations:• Architectural Institute of Japan (AIJ)• Institute of Social Safety Science (ISSS)• Japan Society for Disaster Information Science (JASDIS)

Name:
Shingo Nagamatsu

Affiliation:

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

Kansai University
National Research Institute for Earth Scienceand Disaster Resilience (NIED)

Address:
7-1 Hakubaicho, Takatsuki, Osaka 569-1098, Japan
3-1 Tennnodai, Tsukuba, Ibaraki 305-0006, Japan

Brief Career:Name:
Tai-Young Yi

Affiliation:
Senior Researcher, National Research Institute for Earth Science and Disaster Resilience(NIED)

2000-2002 Associate Professor, School of International Public Policy,
Osaka University
2002-2007 Research Scientist, Disaster Reduction and Human Renovation
Institution
2007-2009 Special Researcher, NIED

Selected Publications:

3-1 Tennodai, Tsukuba, Ibaraki 305-0006, Japan• S. Nagamatsu, et al., “Return Migration and Decontamination After the2011 Fukushima Nuclear Power Plant Disaster,” Risk Analysis, Vol.40,
No.4, pp. 800-817, 2019.
• S. Nagamatsu, “Building back a better Tohoku after the March 2011
tsunami: Contradicting evidence,” V. Santiago-Fandino, S. Sato, N. Maki,
and K. Iuchi (Eds.), “The 2011 Japan Earthquake and Tsunami:
Reconstruction and Restoration,” pp. 37-54, Springer, 2018.

Brief Career:

Academic Societies & Scientific Organizations:

Address:
2008 Researcher, Toyota Transportation Research Institute2008 Part-Time Lecturer, Daido University
2009- Researcher, NIED

Selected Publications:• Institute of Social Safety Science (ISSS)• Japan Society for Disaster Recovery and Revitalization (JSDRR)• Integrated Disaster Risk Management (IDRiM) Society• “Making of Disaster prevention radio drama,” NHK Publishing, Inc.,
2011 (in Japanese).
• Tai-Young Yi et al., “Effect of risk communication method onearthquake disaster prevention activity – A case study in Tsukuba City –,”J. of Japan Association for Earthquake Engineering, Vol.17, pp. 1 63-1 76,
2017 (in Japanese).

Academic Societies & Scientific Organizations:• Society for Risk Analysis, Japan (SRAJ)• Institute of Social Safety Science (ISSS)• Korean Society of Disaster Information (KOSDI)

Journal of Disaster Research Vol.16 No.7, 2021

1135

Ikeda, M. et al.

Name:

Name:

Takashi Oda

Satoru Adachi

Affiliation:

Affiliation:

Associate Professor, Graduate School of Education, Miyagi University of
Education
Deputy Director-General, 311 Disaster Risk Reduction Learning Institutefor Educators (DRR-LIFE), Miyagi University of Education

Researcher, Snow and Ice Research Center, National Research Institute for
Earth Science and Disaster Resilience (NIED)

Address:

Brief Career:

149 Aramaki, Aoba, Sendai, Miyagi 980-0845, Japan

2011- Otaru Museum
2012- Snow and Ice Research Center, NIED

Address:
Tokamachi, Shinjo, Yamagata 996-0091, Japan

Selected Publications:

Name:
Shun Endo

Affiliation:• “Application of a magnetic resonance imaging method for
nondestructive, three dimensional, high-resolution measurement of thewater content of wet snow samples,” Frontiers in Earth Science, Vol.8, ID
179, 2020.

Academic Societies & Scientific Organizations:• Japanese Society of Snow and Ice• Japan Society Snow Engineering

Master’s Course Student, Graduate School of Education, Miyagi
University of Education

Address:
149 Aramaki, Aoba, Sendai, Miyagi 980-0845, Japan

Name:
Shinya Miura

Affiliation:
Principal Research Fellow, National ResearchInstitute for Earth Science and Disaster Resilience (NIED)

Name:
Mitsuhiro Hatakeyama

Affiliation:
Master’s Course Student, Graduate School of Education, Miyagi
University of Education

Address:

Address:

Brief Career:

149 Aramaki, Aoba, Sendai, Miyagi 980-0845, Japan

2003 Kawasaki Local Government Research Center
2015- NIED

3-1 Tennodai, Tsukuba, Ibaraki 305-0006, Japan

Selected Publications:

Name:
Seigo Yoshikawa

Affiliation:
Master’s Course Student, Graduate School of Education, Miyagi
University of Education
Teacher, Sendai City Higashi Sendai Junior High School• “Participatory Risk Communication Method for Risk Governance Using
Disaster Risk Scenarios,” J. Disaster Res., Vol.3, No.6, pp. 442-456, 2008.
• “311 Informatics: What and How the Media Communicated,” Iwanami
Shoten, 2012.
• “Study on Disaster Prevention Countermeasures and Examples for Local
Governments in Consideration of Regional Characteristics,” J. DisasterRes., Vol.13, No.1, pp. 172-192, 2018.

Academic Societies & Scientific Organizations:• Japan Society for Disaster Information Studies (JASDIS)• Japan Sociological Society (JSS)• Institute of Social Safety Science (ISSS)

Address:
149 Aramaki, Aoba, Sendai, Miyagi 980-0845, Japan
2-16-1 Higashisendai, Miyagino, Sendai, Miyagi 983-0833, Japan

Name:
Junya Take

Affiliation:
Director, Digital Transformation and Relief Supplies, Disaster
Management, Cabinet OfficeDirector General, Disaster Management, Cabinet Office

Address:
No.8 Central Common Government Offices, 1-6-1 Nagatacho, Chiyoda,
Tokyo 100-8914, Japan1136

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