https://doi.org/10.20965/jdr.2021.p0794
Sato, K., Kimura, R., and Ohtomo, S.

Paper:

Typology of Learning Contents in “Supplementary Textbook for
Disaster Prevention Education” – What Are Teachers in the
Areas Affected by the Great Hanshin-Awaji Earthquake in 1995,
and the Great East Japan Earthquake in 2011, Striving to Teach
Students in Junior High School? –Koji Sato∗,† , Reo Kimura∗∗ , and Shoji Ohtomo∗∗∗∗ Utatsu Junior High School
123 Isatomae, Utatsu, Minamisanriku Town, Miyagi, Japan†
Corresponding author, E-mail: utatsu-jh@key.ocn.ne.jp∗∗ Faculty of Environment and Human Studies, University of Hyogo, Hyogo, Japan∗∗∗
Department of Communication, College of Interhuman Symbiotic Studies, Kanto Gakuin University, Kanagawa, Japan[Received December 18, 2020; accepted March 16, 2021]

A supplementary textbook for disaster prevention education was analyzed for understanding the content
educators wish to include in disaster prevention curriculums. The text was a condensed textbook – editedby schoolteachers and boards of education in the local governments – from wide areas with a populationof one million who were severely affected by the damage and deaths caused by the Great Hanshin-Awaji
and the Great East Japan Earthquakes. The targets
for analysis were supplementary textbooks for students in junior high schools, published by the fiveboards of education in Miyagi, Sendai, Iwate, Hyogo,
and Kobe. 147 subjects of five supplementary textbooks for disaster prevention education were evaluated as to their applicability to 46 evaluation items.
The average of the evaluation items was 11.59 (SD= 2.92). Numerous “Records” (111 subjects, 75.5%)
and “Images” (109 subjects, 74.1%), resulted fromeach evaluation. A remarkable majority of disaster types included “Earthquake disasters” (108 subjects, 73.5%) and “Tsunami disasters” (85 subjects,
57.8%). “Related Fields,” “Social studies” (30 subjects, 20.4%), and “Science” (29 subjects, 19.7%) werethe most common subjects. In “Related Fields,” “Special activities” included the highest subjects (59 subjects, 40.1%), after “Ethics,” which included 56 subjects (38.1%). “Writer and persons involved” and“Student who writes compositions and is involved as alearner” included 72 subjects (49.0%). Subsequently,
there were “Local residents,” (52 subjects, 35.4%),“Researchers and experts” (36 subjects, 24.5%), and“Unaffected persons” (35 subjects, 23.8%), which included volunteers. Regarding “Type of disaster prevention education,” learning activities for “Prepare fordisasters” included the most subjects at 92 (62.6%).
Subsequently, learning activities to “Enrich the mind
(love for family and community, compassion, the importance of life,)” by raising students’ included 60 sub-jects (40.8%). Regarding “Qualities and abilities expected to be acquired,” “Knowledge” showed the highest 91 subjects (61.9%). Next was “Self-awareness”(64 subjects, 43.5%), “Social participation/community
contribution” (48 subjects, 32.7%), and “Kindness todisaster-affected people” (47 subjects, 32.0%). Moreover, cluster analysis (ward method) was performed
using a data set of the subject evaluation of the supplementary textbooks. The analysis with subjects presented six types: “Life-saving measures,” “Fortifying town,” “Measures required for disaster survival,”“Awareness of joining local community,” “Disaster
comradery,” and “Living with family and community.” All the five supplementary textbooks featured
those six types. More than half of the subjects werefeatured content regarding student emotions. The first
three types were combined and understood as “Countermeasures” with “Knowledge.” In addition, the latter three types were combined and understood as subjects to teach the “Will to live together,” with a relationsuch as that of ethics and emotional learning. Whenthe same data set was subjected to cluster analysis(ward method) using the evaluation items, four types
were obtained: “Knowledge to prepare for earthquake
and tsunami disasters,” “Solidarity with family andresidents,” “Emergency Response Judgement,” and“Knowledge and skills useful at disaster time.” Thetypes correspond to the classification of the conceptualmodel of disaster prevention education conducted bySato et al. [1]. Additionally, all types have corresponding qualities and abilities. The results led teachers tobelieve that disaster prevention education should be
implemented, not simply as life-saving education, butalso as instructions that promote the emotional growthof children while cultivating humanity.

Keywords: supplementary textbook for disaster preven-

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Journal of Disaster Research Vol.16 No.4, 2021
© Fuji Technlogy Press Ltd.

Typology of Learning Contents in “Supplementary Textbook for Disaster
Prevention Education” – What Are Teachers in the Areas Affected by the Great
Hanshin-Awaji Earthquake in 1995, and the Great East Japan Earthquake in 2011,
Striving to Teach Students in Junior High School? –tion education, typology of disaster prevention education,teaching intention in disaster prevention education, threecores of qualities and abilities

1. Research Background/Introduction
Ten years have passed since the Great East Japan Earthquake. The tsunami of 2011 caused by the Tohoku Earthquake, off the pacific coast, struck the three prefectures of
Iwate, Miyagi, and Fukushima, with tsunamis far exceeding 10 meters in some areas. Loss of human life reached
19,729 deaths including related casualties, as of March 1,
the 2nd year of Reiwa (2020) [2].
As a result of the Great Earthquake, national interest
in disaster prevention education has increased in schools
to save the lives of children. The Ministry of Education, Culture, Sports, Science and Technology (MEXT)
has also revised reference materials published in 1998 anddeveloped “Reference materials for disaster prevention ofschool, Development of disaster prevention education tonurture ‘Zest for Life”’ [3]. In the reference materials,
the ministry lists goals of disaster prevention education ateach level of school education, as illustrated in Table 1.
Many goals are shared with elementary school children
about how they should preserve their individual safety.
However, as students progress to junior high school andhigh school, goals in addition to the children’s own safety
are taught, including their relationships with and responsibilities for others. As children mature, disaster prevention
education becomes more than simply about the safety ofthe students themselves.
This tendency matches with revised one in the study
guidance [4, 5] that is currently used in schools. In addition to reaching individual knowledge (“what to learn”),
the guidelines emphasize “what can be done” in relation
to people other than yourself, such as local people. In
August 2015, the Curriculum Planning Special Subcommittee organized these children’s qualities and abilities as“three cores of qualities and abilities.” The three cores are“knowledge and skills,” “the students’ abilities to think, tomake judgments and express themselves,” and “Humanity, and the motivation to learn.” Of the three cores, emphasis was placed on cultivating “Humanity, and the motivation to learn” which is intended to be applied to life andsociety, and how to acquire consciousness in disaster prevention education. Learning how to take part in the manufacture of a safe community is critical, and in addition toacquiring knowledge and skills, the emotional aspects ofunderstanding oneself and others, enable students to encounter regional issues compassionately and proactively,
and cooperate to solve issues.
Regarding disaster prevention education in schools,
Nagata and Kimura [6] developed a program that provides support during various hazards and verified its effectiveness. Furthermore, Nagata and Kimura [7] developed an earthquake disaster prevention education program for children with intellectual disabilities and is currently verifying its effectiveness. Conducting a study foJournal of Disaster Research Vol.16 No.4, 2021

Table 1. Goals of disaster prevention education at eachlevel of school (created from MEXT, “Reference Materials
for Disaster Management at School – Development of Disaster Management Education to Foster ‘Zest for Life”’ [3].
Level of school

Goal of disaster prevention education
Children who can understand the crisis of disasters
that occur in various situations of their daily life,
Elementarytake safe actions (A). Children pay attention to theschoolsafety of other people (B).
Students can actively do things by preparing fordaily life and making correct judgments (A). They
Junior highunderstand the importance of local disaster prevenschooltion activities, help each other in occurrence of adisaster, and take part in activities (B).
Students who can be aware of joining the buildingup of a safe and secure society, and judge and act
High school
proper roles by themselves in local activities of disaster prevention and in support activities at disastertime (B only).
∗ In the table, (A) is related to the safety of children and students
themselves; and (B) is related on people other than themselves.

cusing on the emotional aspect, Motoyoshi [8] analyzed
disaster prevention education and posited that such education aimed at fostering self-efficacy will become important in the future. Further, Kanai et al. [9] conceptualized “Disaster prevention education” not only as “Education that teaches disaster prevention,” but also as an
educational method that evolves into “Human education
through disaster prevention (education of ethics and education of life).” Katada and Kanai [10] argued that disaster prevention education prior to the Great East Japan
Earthquake mostly consisted of “threatening disaster prevention education” or “knowledge-oriented disaster prevention education,” and proposed the idea of “attitudeoriented disaster prevention education.” All researchers
have emphasized the value in disaster prevention education that focuses on the emotional aspects of children in
addition to disaster prevention and protecting children.
Moreover, Sato et al. [11] showed that students’ “Zestfor Life” was fostered by conducting activities in a junior high school in Minamisanriku Town, an area affectedby the Great East Japan Earthquake, in which students
took initiative to run an evacuation center without a set
scenario and without receiving instructions from adults.
It was shown that students’ “Zest for Life” was nurtured
by conducting activities to operate evacuation centers. In
addition, Sato et al. [1] categorized practical cases of disaster prevention education for elementary school students,
conducted at children’s centers outside the school, whichemphasized the emotional aspect of disaster prevention
education. Such a model was created to conceptualize
the subject group and revealed that it is composed of four
fields.
However, in school disaster prevention education, thedevelopment of lessons intended to nurture the emotional
aspect is not generally promoted yet. Many schools offer disaster prevention education by repeating evacuation
drills several times a year, as stipulated by the Fire Service
Act. Additionally, there remain a few practical studies,
which have clarified the emotional effects children can
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Sato, K., Kimura, R., and Ohtomo, S.

experience from disaster prevention education. Further,from the perspective of schoolteachers, sufficient research
has not been conducted to clarify what emotional aspects
educators are trying to nurture through disaster prevention
education.
Therefore, this study clarified what kind of content isavailable within disaster prevention education, other thansaving lives, ensuring safety, and acquiring knowledge
and methods for that purpose. To clarify them, this study
focused on the supplementary textbooks of disaster prevention education used in school lessons.
Kuromitsu et al. [12] developed a supplementary textbook focusing on the regional hazards of Sakurajima, andNouchi et al. [13] promoted disaster prevention education with a quiz format and developed a booklet, titled“the disaster prevention pocket notebook,” and his research verified its effectiveness. In addition, local governments, ministries such as the Japan Meteorological
Agency, and universities have developed many supplementary textbooks that can be used for disaster prevention education in schools. There are also forms of supplementary textbooks, such as digital teaching materials andlessons that can be downloaded, printed, and distributed.
However, most of these are made in the form of disaster types, are devoted only to the introduction of knowledge about the hazards of natural disasters and are written with a biased emphasis on hometown and career education. While all curriculums suggest a wide variety ofdisaster prevention education, this study focused on the
supplementary textbooks of disaster prevention education
prepared by the local governments affected by the great
disaster.
Specifically, this study researched supplementary textbooks that can be used for comprehensive disaster prevention education that are edited and written by teachers
who have worked at schools. Two conditions were established as means for extracting such a supplementary textbook. One was the population scale of the municipalitythat created the target supplementary textbook. The target
municipalities were wide-area municipalities with a population of one million or more, as the national operational
standard, needed for designation of ordinance-designatedcities. The second was any municipality that was severely
damaged by either the Great Hanshin-Awaji Earthquake,or the Great East Japan Earthquake, where the numberof dead and missing people exceeded 1,000. The reason
for setting these conditions is that the larger the population of a local government, the larger the number of people assigned to the board of education, and greater thebudget, more numbers of individuals assigned to the supplementary textbook preparation committee. It was considered that the possibility of producing a supplementary
textbook in which the opinion of a specific individual wasreflected was reduced. In addition, by choosing a municipality affected by the two major disasters in Japan, it wasmore likely that teachers involved in editing and creating
the supplementary textbooks would have been affected by
the disasters and would empathize with the work of thestudents. Under the above conditions, the five local gov796

ernments that created the supplementary textbook wereMiyagi prefecture, Iwate prefecture, Hyogo prefecture,
Sendai city, and Kobe city.

2. Research Purpose
This study focused on the five local governments affected by the Great Hanshin-Awaji, and Great East Japan
Earthquakes: Miyagi; Iwate; Hyogo; Sendai; and Kobe,
which develop the comprehensive supplementary textbooks for disaster prevention education. By statisticallyanalyzing the subjects of the supplementary textbook of
the local governments, the subjects considered proper andappropriate in disaster prevention education for disasteraffected children, by the teachers of the disaster-stricken
local governments and, were recognized. Specifically, thesubject of the supplementary textbook of disaster prevention education was categorized with cluster analysis used
for typology. By typifying, the future state of disaster prevention education for children at school was envisioned.
Naming the qualities and abilities children should acquire
to save their own lives, the form of disaster prevention education conducted by school education were the primaryconsiderations of the study. Additionally, it was considered how these issues above relate to the personality formation, which is the goal of school education. Consequently, this study is aimed to make recommendations for
future school curriculums on disaster prevention education.

3. Research Method
3.1. Supplementary Textbooks
In the earlier section, the term “Secondary supplementary textbook” was used to represent a so-called “textbook,” but strictly speaking, such a term does not exist
according to the School Education Law. Supplementary
textbooks [14] used at schools in Japan are certified by
MEXT, and are used for the subjects stipulated in Article 72 [15] of the School Education Law Enforcement
Regulations. Therefore, there was originally no “textbook” for disaster prevention education, and it is believedthat using such expressions will cause confusion. This paper presents a discussion using the term “supplementary
textbook” established by Miyagi prefecture.
In many cases, staff members who oversee the work
under the chief of the board of education are appointed
by those who were originally schoolteachers for a limited time. Therefore, many faculty members are included
as people in charge of developing and editing the supplementary textbooks. For example, 13 (68.4%) members that have been a teacher are included in 19 members of “Miyagi Disaster Prevention Education Supplementary Textbook Preparation Review Committee Working Group” [16] of “Bonds (Kizuna) to the Future, Supplementary textbook of Miyagi Disaster Prevention EdJournal of Disaster Research Vol.16 No.4, 2021

Typology of Learning Contents in “Supplementary Textbook for Disaster
Prevention Education” – What Are Teachers in the Areas Affected by the Great
Hanshin-Awaji Earthquake in 1995, and the Great East Japan Earthquake in 2011,
Striving to Teach Students in Junior High School? –ucation” [17] created in Miyagi prefecture in 2013, following the Great East Japan Earthquake. With the facts,
the above-mentioned supplementary textbook of the fiveboards of education can strongly reflect the ideas of theteachers who edit the supplementary textbooks. Basedon the premise, by analyzing the supplementary textbook
for the disaster prevention education has been edited andpublished by the boards of education, it is understandable
what curriculum content the teachers want to educate children and students on as disaster prevention education.
The list of supplementary textbooks for disaster prevention education of five municipalities is shown in Appendix A. The title of the supplementary textbooks supplies a glimpse into teachers’ thoughts. In preparation
for disasters, the subjects of protecting lives, interactingwith others, cherishing bonds, and experiencing a happy
future express the wishes and thoughts of teachers aboutchildren. It is as if the content of the supplementary textbooks for Ethics subject, and it is intended to cultivate theemotional character of children. Various supplementary
textbooks were published in a form according to each education level, including kindergarten, elementary school,
junior high school, and high school. Of the five supplementary textbooks, only Iwate offers education throughout the prefecture, not as disaster prevention education
but as reconstruction education. The supplementary textbooks issued by the five boards of education each pertain
to various grades and stages of school. However, among
them, only the supplementary textbook for junior highschool students is commonly targeted at the three gradesof junior high school. Based on this, it was decided toconvert the supplementary textbook [16, 18–21] for juniorhigh school students of the five boards of education into
data to be analyzed.
The aim of disaster prevention education at the elementary school level is to preserve children’s safety, and as
students progress toward junior and senior high schools,
various kinds of added curricula is incorporated into the
supplementary textbooks. To clarify the overall nature of
the school’s disaster prevention education as seen fromthe supplementary textbooks, the study analyzed juniorhigh school supplementary textbooks as they include various learning goals.
Regarding the subjects of the supplementary textbook
for disaster prevention education for junior high school
students of the five boards of education, the content islisted in Appendix A based on each table of contents. Table 2 shows the number of subjects for each supplementary textbook.
Each of the subjects corresponds to the table of contents of the supplementary textbook. Depending on thesubject matter, the supplementary textbook has only one
to five pages. In principle, the unit time for junior highschool is typically 50 minutes, but depending on the subject, some need added time and others have insufficienttime. Rather than being used regularly in school lessons
like general textbooks, the supplementary textbooks are
partially incorporated and used in lessons in related fields.
Depending on how the entire class time is used and how
Journal of Disaster Research Vol.16 No.4, 2021

Table 2. List of the number of subjects in supplementary
textbook of each board of education.
The number of subjects used foranalysis

No.

Local Government

1

Miyagi prefecture

23

2

Sendai city30

3Iwate prefecture

35

4

Hyogo prefecture

19

5

Kobe city
Total

147

40

the subject is managed, the supplementary textbooks may
span several hours.
This study focused on the content of the subtexts, rather
than the time allotted for teaching. Analysis and discussion were advanced by setting and subject, based on thetable of contents established by people who composedand edited the supplementary textbook.

3.2. Evaluation Items
The 147 subjects in Table 2 are evaluated based on theitems presented in Table 3. Each subject is evaluated onwhether or not it relates to the specific items.
Each major category of evaluation items is described
below. In any major category, several evaluation items
may correspond.
a. Forms of Materials
As for the form of the materials, it was evaluatedwhether each material was included in the subjects.
The category “Literary materials” includes composition, poetry, and essays, and the category “Records”
includes descriptive texts, such as disaster records anddescriptions of various events. “Statistical data” includes graphs. “Images” include photographic materials. “Presence or absence of notes and descriptive
columns” includes horizontal ruled lines of a notebook
and a descriptive column such as check sheets.
b. Types of Related Disasters
The types of disasters discussed in the subject material
was evaluated in five categories: “Earthquake disasters,” “Tsunami disasters,” “Disasters of heavy rain andlandslides,” “Volcanic disasters,” and “Others and general disasters.” “Others and general disasters” was selected in cases where other suitable disaster types were
not available in the disaster inventory.
c. Related Fields
Whether the content was related to one of nine subjects was considered. Special subjects included ethics
and the two fields of “Special activities” and “Period
for integrated study” that are conducted as classes injunior high schools in Japan. If the content of a supplementary textbook is related to a corresponding subject or field, it is marked with a check mark. In the797

Sato, K., Kimura, R., and Ohtomo, S.

Table 3. List of evaluation items.
No.
1
2
3
4

Major item

Forms ofmaterials

5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

Types ofrelateddisasters

RelatedfieldsWriter andpersons
involved

31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46

Type basedon“Conceptual
Model of
DisasterPrevention
Education”

Qualities
andabilities
expected tobe acquired

Evaluation item
Literary materials (composition, poetry, essay)
Records
Statistical data
ImagesPresence or absence of notes and descriptive
columns
Earthquake disasters
Tsunami disasters
Disasters of heavy rain and landslides
Volcanic disasters
Others and general disasters
Japanese
Social studies
Mathematics
ScienceEnglishMusic
Art
Health and physical education
Industrial art and homemaking
EthicsSpecial activities
Period for integrated study
Student (learner)
Teacher
FamilyLocal residents
Unaffected persons (volunteers, medical workers, etc.)
Firefighting, police, self-defense forces
Japan Meteorological Agency
Government
Researchers and experts (workers of engineeringand construction, media, lifeline)
Offer emergency response in occurrence of disasters
Useful for evacuation life
Preparation for disasters
Enrich the mind (by raising the self-awareness of
disaster prevention)
Knowledge
SkillsThinking ability
Judgement
Expressive ability
Self-awareness
Kindness to disaster-affected people
Thoughts for the hometown and familySocial participation/community contribution (including bonds, cooperation, solidarity, normative
consciousness)
Life, nature conservation, and awe to nature
Aspiration, efforts, and joy of living bettercase of content related to overall training for disasterprevention by a governor, such as at the city or town
level, or calls for participation in training, it is marked
as “Special activities” in consideration of its relationship with “Health and physical education” of “Special
798

activities,” though a class with content is not conductedin school.
d. Writer and persons involved
A writer of materials, for example, a person who describes the composition, was studied. Further, in thecase where a writer is unclear such as “Records,” anevaluation item of a person, occupation, and type of occupation related to the content was marked. There arenine evaluation items: “Student (learner),” “Teacher,”“Family,” “Local residents,” “Unaffected persons (volunteers, medical workers, etc.),” “Firefighting, police,
self-defense forces,” “Japan Meteorological Agency,”“Government,” and “Researchers and experts (workers of engineering and construction, media, life-line).”“Student (learner)” is marked in the case where thepupil is not a writer of materials but a learner. For example, in the case of a subject that specifically presents
a way of exercise for mental care to be practiced by
students, there can be a student who is a learner – as
opposed to clinical psychologists and healthcare professionals – and in this case, “Student (learner)” ismarked. Further, an evaluation item “Unaffected persons” is established in addition to “Local residents”
of the disaster area, including volunteers, clinical psychologists, and healthcare professionals. “Unaffected
persons” is set up with a relation because many people
enter the disaster location following the event. Further,
the research supplied analysis based on the natural disaster, itself. Therefore, an evaluation item for judging“Japan Meteorological Agency,” was established, independently of another “Researchers and experts.”
e. Type Based on “Conceptual Model of Disaster Prevention Education”
The evaluation items are types referring to the researchof Sato et al. [1] described in the preface. Learning activities of the disaster prevention education were classified into the following four categories: “Offer emergency response in occurrence of disasters,” “Useful for
evacuation life,” “Prepare for disasters,” and “Enrich
the mind.” Content was marked if it matched the subjects “Offer emergency response in occurrence of disasters,” and “Useful for evacuation life.” The subjects“Prepare for disasters” and “Enrich the mind” included
those aiming at guidance for communication with local people. If examples of emergency measures to save
lives and useful methods in disaster-affected life were
not causally related to learning content, and the subject
raised self-awareness, the item “Prepare for disasters”
was marked. In addition, even if the content was a different from disaster prevention and can supply sympathy to others, “Enrich the mind” was marked.
f. Qualities and Abilities Expected to Be Acquired
Items of the qualities and abilities were created basedon the “Three cores of qualities and abilities” to be nurtured, appearing in the “Arrangement of Issues, Curriculum Planning Special Subcommittee” [22] when
the new course of study is organized. In the disJournal of Disaster Research Vol.16 No.4, 2021

Typology of Learning Contents in “Supplementary Textbook for Disaster
Prevention Education” – What Are Teachers in the Areas Affected by the Great
Hanshin-Awaji Earthquake in 1995, and the Great East Japan Earthquake in 2011,
Striving to Teach Students in Junior High School? –Using the 46 evaluation items listed above, a total of
147 subjects in the five supplementary textbooks weremarked for applicability and non-applicability. The data
set is in the form of a two-dimensional table in which“subject” and “evaluation item” are arranged in rows andcolumns. If applicable, substitute “1,” and if not applicable, substitute “0.” Initially, the evaluation remained
unclear. During the evaluation, there were cases where it
was inconvenient to set the evaluation items. The evaluation item was recreated and evaluated again. After theevaluation of the five supplementary textbooks was completed, a comparative study was conducted on similar subjects of different supplementary textbooks. The common
and uncommon parts were examined in view of the subjects and then re-evaluated. By repeating such a thing, thedata set was completed.
Using the completed data set, cluster analysis was
performed according to the ward method and Euclideansquare distance.

4. Research Results
4.1. Summary of Evaluation of Supplementary
Textbooks
From the five supplementary textbooks, the total number of subjects used for analysis is 147. Each of the subjects is evaluated with 46 evaluation items. To know theoverall tendency, if the score of each subject is 46, the average of all subjects is 11.59 (SD = 2.92). The minimum
value is 6 and the maximum value is 23. Fig. 1 shows the
distribution of the total scores of the subjects.
Journal of Disaster Research Vol.16 No.4, 2021

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cussion points mentioned in above, the qualities andabilities that should be nurtured include three coresof “knowledge and skills,” “the students’ abilities tothink, make judgments and express themselves,” and“Humanity, and the motivation to learn.” Of the items,
the former two cores are the five items: “Knowledge,”“Skills,” “Thinking ability,” “Judgment,” and “Expressive ability.” The motivation to learn is another core,
which was replaced by independence and changed to“Self-awareness.” Regarding humanity, the author created five items: “Kindness to disaster-affected people,”“Thoughts for the hometown and family,” “Social participation/community contribution,” “Life, nature conservation, and awe to nature,” and “Aspiration, efforts,
and joy of living better” in consideration of an evaluation of disaster prevention education, by carefully examining multiple supplementary textbooks so that an
appropriate evaluation was accomplished, with reference to the content item of “Ethics.” The evaluation ofthis major category was based on the qualities and abilities that the author evaluated and expects to acquire.
Some of the materials on the subjects were chosen bymultiple common boards of education. However, depending on the handling of the material, content canbe read with different intentions, and even if the samematerial is used, the marked point can be different.

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Fig. 1. Distribution of total score of subjects.

Figure 2 shows the situations of each evaluation item.
Of all the evaluation items, there are no subjects corresponding to “Mathematics,” “English,” and “Art” in “Related Fields.” To provide an overview for each major
category, “Forms of materials,” is “Records” (111 material, 75.5%) using photographs (“Images” (109 subjects,
74.1%)) of the Great Earthquake.
Additionally, since the “Types of related disasters” isthe areas affected by the Great Earthquake, “Earthquake
disasters” (108 subjects, 73.5%) and “Tsunami disasters”(85 subjects, 57.8%) are exceedingly large. In “Related
Fields,” “Social studies” (30 subjects, 20.4%) and “Science” (29 subjects, 19.7%) contribute significantly to thedisaster prevention education. In addition, “Special activities,” which is primarily related to evacuation drills thatare the main activities of disaster prevention, is the mostcommon with 59 subjects (40.1%), but “Ethics” is 56 subjects (38.1%) that is close to “Special activities.” As for“Writer and persons involved,” “Student (learner),” whowrites materials, participates in student composition, or isinvolved as a learner, has the highest 72 subjects (49.0%).
Subsequently, there are “Local residents” (52 subjects,
35.4%), “Researchers and experts” (36 subjects, 4.5%),
volunteers, and other “Unaffected persons” (35 subjects,
23.8%). In the “Type based on ‘Conceptual Model ofDisaster Prevention Education’,” learning activities “Prepare for disasters” are the highest 92 subjects (62.6%).
Then, learning activities to “Enrich the mind” (by raising the self-awareness) have 60 subjects (40.8%). There
are 51 subjects (34.7%) and 21 subjects (14.3%), respectively, for learning activities that “Offer emergency response in occurrence of disasters” and “Useful for evacuation life.” Finally, “Knowledge” is especially high, withthe highest 91 subjects (61.9%) in “Qualities and abilities expected to be acquired.” Obviously, understanding of the knowledge to save lives is the central learningof the disaster prevention. Afterwards, “Self-awareness”
has 64 subjects (43.5%), “Social participation/community
contribution” including person-to-person bonds and cooperation and sense of solidarity has 48 subjects (32.7%),
and “Kindness to disaster-affected people” has 47 subjects(32.0%), respectively.
799

Sato, K., Kimura, R., and Ohtomo, S.

Fig. 2. Situation of score of each evaluation item.

4.2. Cluster Analysis of Evaluation of Supplementary Textbook (Subjects Are Typed by Evaluation Items
A total of 147 subjects were typed in the data set obtained by the evaluation of the supplementary textbook.
The dendrogram obtained through the cluster analysis(ward method) is shown in Fig. 3. The dendrogram wassummarized, and six types appeared as follows. The reasons for naming each type are described below.
- Type I. Life-Saving Measures
The subjects classified into Type I include “Learn
about earthquake (tsunami) disasters” (Miyagi). In
addition, heavy rain, volcanic, and nuclear disasters
were also included with the aim of understanding themechanisms and dangers from the viewpoint of natural science. Additionally, knowledge and methods tosave lives during disasters, such as “Prepare for earthquake (tsunami) disasters” (Miyagi) in preparation forvarious disasters centered on earthquakes and tsunami
and “My thought about disaster prevention,” were included. Considering this type nurtures “Awareness,”
Type I is called a “Life-saving measures.”- Type II. Fortifying Town
Type II includes “the Great East Japan Earthquake
on March 11, 2011” (Iwate), “Recovery/reconstructionsociety from the Great Hanshin-Awaji Earthquake”(Hyogo), “Hopes for reconstruction” (Kobe), and consists of subjects such as “Join local disaster prevention drills” (Iwate) and “Natural disaster chronology/reconstruction, chronology of Sendai” (Sendai).
This type is strongly related to social studies, andmany of the subjects deal with the history of pastnatural disasters and the state of restoration and reconstruction of the affected towns. Included in thelessons were subjects intended for development of a800

disaster-resistant community such as active participation in disaster prevention drills, in relation to student’s buildup of future community, particularly, each
student’s “Self-awareness of the disaster prevention.”
Therefore, Type II is called “Fortifying town” because
it focuses on knowledge about fortifying town.
- Type III. Measures Required for Disaster Survival
Type III contains “Use media” (Kobe), “Disaster prevention simulation” (Kobe), “Protect mental health”(Sendai), “Protect mental health” (Kobe), and “Basics
of first aid” (Iwate). The characteristic of this subject matter is that the disaster types are composed onlyof “Others and general disasters.” Further, Type III
curriculum consists of subjects using media information at the time of disaster occurrence, and “Thinking
ability” and “Judgment” for a countermeasure and a
subject for learning “Knowledge” required for evacuation life. Such subjects are related to motivation of“Self-awareness.” Furthermore, such subjects also include learning at a usual time such as mental healthin the evacuation life after the disaster, first aid forthe injured and sick, and preparation for the next disaster. This type also has a strong relationship with
“Self-awareness.” Based on the above considerations,Type III is a type of “Knowledge” related to the possible response in life after disaster and is called “Measures required for disaster survival”- Type IV. Awareness of Joining Local Community
Type IV, called “Awareness of joining local community,” includes “Mutual help is wonderful” (Sendai),“As an evacuee” (Miyagi), “What you can do as amember of the local community” (Hyogo) (Miyagi),“Vest indicating roles” (Iwate), “Friends of Japan”(Kobe), and “Toward the dream step by step, Collaboration school” (Iwate).
This type is closely related to “Unaffected persons,”
Journal of Disaster Research Vol.16 No.4, 2021

Typology of Learning Contents in “Supplementary Textbook for Disaster
Prevention Education” – What Are Teachers in the Areas Affected by the Great
Hanshin-Awaji Earthquake in 1995, and the Great East Japan Earthquake in 2011,
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/LYLQJZLWKIDPLO\/LY
LQJZLWKIDPLO\
DQGFRPPXQLW\:LOOWROLYHWRJHWKHU+HDUWVXSSRUWLQJ+HD
DUWVXSSRUWHDFKRWKHU

0HDVXUHVUHTXLUHG
0H
DVXUHVUHTXLUHGIRUGLVDVWHUVXUYLYDO&RXQWHUPHDVXUHV.QRZOHGJH.QRRZOHGJH

DJDLQVWGLVDVWHUVFig. 3. Results of cluster analysis with subjects.

Journal of Disaster Research Vol.16 No.4, 2021

801

Sato, K., Kimura, R., and Ohtomo, S.

such as volunteers and “Local residents.” In addition,
Type IV includes many subjects that are expected toteach emotional aspects such as “Kindness to disasteraffected people” and “Social participation/community
contribution.” There is a subject that encourages students as learners to think about what they can do atonce after a disaster in their hometown. There is also
a subject that deals with the awareness of joining local festivals and disaster prevention drills as a member of the community during normal times. Furthermore, there is a subject called “Knowledge” that raises
awareness of the fact that tangible and intangible services and volunteer support are received not only fromJapan but from all over the world. The wonders of service and mutual help, and the value of kindness are
realized, and it is believed that this type nurtures theawareness among students to join in the building of a
local community.
- Type V. Disaster Comradery
Type V includes subjects of: “With local residents”(Kobe), “Turn bonds to power” (Sendai), “What can
we do now – interaction between coastal and inland areas” (Iwate), “Wish to bring happiness and tomorrow”(Kobe), “Close to heart” (Kobe) (Sendai), “Continue
teaching of local community at miracle village, Yoshihama” (Iwate), and “Listening volunteer” (Iwate).
This type is closely related to “Earthquake disasters” and “Tsunami disasters,” and most of them are“Records” from the Great Hanshin-Awaji Earthquake
and the Great East Japan Earthquake. In addition, thecharacteristic of this type is that it is closely related
to the subjects of “Ethics” and “Enrich the mind” (byraising the self-awareness). The core feeling is “Kindness to disaster-affected people,” and it is closely related to volunteers such as “Local residents” and “Unaffected persons.” For this reason, Type V, called “Disaster comradery,” is designated to learn kindness fromthe local people and volunteers who are joined by thecircumstances of the earthquake.
- Type VI. Living with Family and Community
Type VI includes subjects such as “Eye for story
telling” (Kobe) (Hyogo), “What I learned from theearthquake” (Miyagi), “One heart” (Hyogo), “FY 2010
Kesennuma-city, Hashikami junior high school, 64th
graduation ceremony, message of representative of
graduates” (Miyagi), “Meeting a friend/In severity”(Hyogo), and “Experiencing the Great East Japan
Earthquake” (Kobe).
Unlike other types, Type VI, called “Living with family and community,” is characterized only by emotional
materials such as student compositions. Therefore, it isstrongly related to “Ethics” and “Enrich the mind” (byraising the self-awareness). The core feelings correspond to many evaluation items such as “Thoughts forthe hometown and family” and “Aspirations, efforts,
joy of living better.” For this reason, Type VI allows
students to consider a better life in the community by
sharing their thoughts with their hometown residents,
802

family, and residents, by considering the feelings ofthose who have experienced the disaster.
Cluster analysis of the subjects of the supplementary
textbooks for disaster prevention education, created by
the teachers, yielded six types. In addition, each of thesix types always includes the subject of the five boards ofeducation extracted this time. It is proper to consider six
fields as an outline of the disaster prevention education
developed by the teachers.
Moreover, with reference to the dendrogram in Fig. 3,
the six regions are divided into two groups: Type I to
Type III, and Type IV to Type VI. The difference between
the two groups is whether they focus on learning the emotional aspect.
The former group is a subject that aimed to foster “Selfawareness,” which is the “Motivation to learn” of the threecores of qualities and abilities. Additionally, “Knowledge” was the focus, and is related to “Skills,” “Thinking
ability,” and “Judgment ability.” The latter group focuseson learning the emotional aspect of “Humanity,” in termsof the three cores of qualities and abilities, in addition tolearning “Knowledge.” Type VI is occupied by subjects
that can be described as “Ethics.”
These groups are further divided into three types, respectively. However, the former group Type I and Type II
are close to each other. In addition, the dendrogram in
Fig. 4 shows that the latter group Type IV and Type V are
also close to each other.
A combination of Type I “Life-saving measures,” andType II “Fortifying town,” results in the subjects for learning. “Knowledge against disasters,” showing that lives are
saved from disasters and a town resistant against disasters
is fortified. Further, Type III “Measures required for disaster survival” are collectively called “Countermeasures.”This is mentioned above. This is a group called the former
that collects Type I to III.
The group that is called the latter earlier is set, first as
a combination of the close Type IV “Awareness of joining
local community,” and Type V “Disaster comradery,” aslearning on helping each other of people in a local community and volunteers outside the disaster location. Consequently, the combination of Types IV and V is called“Heart supporting each other.” Furthermore, in addition
to the desire to help each other and live together by adding
Type VI to the combination of Types IV and V, with feelings to help each other and live together, the will to join
a local community and a new disaster location is added.
Therefore, it is called “Will to live together.”With the above-mentioned analysis and the analysis of
the supplementary textbooks for disaster prevention education at junior high schools in the disaster-affected areas
with the Great Earthquake, obviously, the teachers desire
to nurture “Countermeasures” for learning the knowledge
on disasters and how to deal with them, and “Will to live
together” by bringing the local community together andhelping the local families.

Journal of Disaster Research Vol.16 No.4, 2021

Typology of Learning Contents in “Supplementary Textbook for Disaster
Prevention Education” – What Are Teachers in the Areas Affected by the Great
Hanshin-Awaji Earthquake in 1995, and the Great East Japan Earthquake in 2011,
Striving to Teach Students in Junior High School? –Fig. 4. Arrangement of categorizations of subjects.

4.3. Cluster Analysis of Evaluation of Supplementary Textbook (Evaluation Items are Typed by
Subject)
Next, 46 evaluation items of the evaluation of the supplementary textbooks were typed. As in Section 4.2, thedendrogram obtained from cluster analysis (ward method)is shown in Fig. 5. The dendrogram was summarized,
and it was considered that there were four types as shown
below. The reasons for naming each type are described
below.
- Type A. Knowledge to Prepare for Earthquake andTsunami Disasters
The purpose of Type A is to learn “Prepare for disaster” and “Knowledge” of “Earthquake disasters” and“Tsunami disasters” based on “Records” with “Images.” Therefore, Type A is called “Knowledge to prepare for earthquake and tsunami disasters.”- Type B. Solidarity With Family and Residents
Type B is related to evaluation items of emotions
such as “Thoughts for the hometown and family,”“Social participation/community contribution,” and“Kindness to disaster-affected people,” based on “Literary materials” such as composition written by “Student (learner).” Further, Type B has content of learning“Family,” “Local residents,” and volunteers as “Unaffected persons” in relation to “Ethics.” From this kindof learning, Type B intends to raise the self-awarenessby encouraging students to “Enrich the Mind,” and iscalled “Solidarity with family and residents.”- Type C. Emergency Response Judgement
This type is related to “Science” and “Social studies” that are findings of “Researchers and experts” of“Japan Meteorological Agency.” Based on the learning content of various disasters, “Self-awareness” isnurtured. Furthermore, in evacuation drills, held as
health, safety, and physical education events of “Special activities,” “Thinking ability” and “Judgment” are
Journal of Disaster Research Vol.16 No.4, 2021

nurtured as “Emergency response in occurrence of disaster.” Considering this type, Type C is called “Emergency Response Judgement.”- Type D. Knowledge and Skills Useful at Disaster
Time
This type includes evaluation items of “Disasters ofheavy rain and landslides,” “Volcanic disasters,” and“Others and general disasters.” Type D is a type oflearning “Skill” of an emergency lifesaving method, in“Health and physical education” and “Period for integrated study” with a relation to emotional learning
such as “Life, nature protection, and awe to nature”
without limiting the type of disaster. In addition, in a
guidance on emergency lifesaving method, firefighters
can be invited as instructors and a class is offered witha relation to evaluation items such as “Firefighting, police, and self-defense forces.” With a connection withsuch a type, Type D is called “Knowledge and skills
useful at disaster time.”
This result matches the number of types proposed by
the conceptual model of disaster prevention education
conducted by Sato et al. [1] which is the evaluation itemin this study. In addition, 11 “Qualities and abilities expected to be acquired” are classified into each type as
evaluation items. This is summarized in Table 4.
Type A “Knowledge to prepare for earthquake andtsunami disasters” corresponds to “Activities to prepare
for disasters.” This type is the opposite of the three
Types B to D and is considered to occupy a large areaof disaster prevention education. In this analysis, it is focused on the areas affected by the Great Hanshin-Awaji
Earthquake and the Great East Japan Earthquake, so thedisaster is a close-up of the earthquake and tsunami, but
considering the disaster prevention education, the earthquake is a type of learning “Knowledge” that prepares fordisasters in general, not limited to tsunami. This type isprepared and does not focus on offering of an emergency
response. According to the research by Sato et al. [1],803Sato, K., Kimura, R., and Ohtomo, S.

Fig. 5. Results of cluster analysis with evaluation items.

“Activities to prepare for disasters” includes “Activities toprepare for disasters but not for offering of an emergency
response and evacuation life.” As an example, “Artistic activities such as theater, music, and painting related
to disasters” are given as a general example. The main
subjects of the supplementary textbooks adopted in thisstudy are those aimed at acquiring the knowledge necessary for disaster preparedness, such as the mechanism ofearthquake and tsunami, using descriptive materials forearthquake and tsunami. There are some subjects such as
taking up the tradition of disasters and plays on local disasters in the supplementary textbooks of some local governments, and introducing songs that sing the feelings on
disasters, but in the form of a lecture lesson with a supplementary textbook due to its nature, it is possible to experience a value by performing activities such as theater andsinging. It seems that it is just an introduction to the factthat theater and songs have such a value, and it is regarded
as a type centered on knowledge.
804

Type B “Solidarity with family and residents” corresponds to “Activities to enrich the mind (by raising theself-awareness).” This type of education aims to nurture
the emotional aspect of students and raise self-awareness.
Looking at the composition of this type, it is possible thatthe center of the “Feelings” that Sato et al. [1] says is asense of solidarity with various people surrounding thestudent, such as family members, residents, and volunteers. However, caution is needed in understanding thispoint. In the analysis of this study, it is understood thatthe teachers at the school want to make the students feelthe sense of solidarity with the above-mentioned people
only in the lessons conducted using the supplementary
textbooks of disaster prevention education. That is to say,the awareness with solidarity is not all of “Feelings” at thetime of disaster.
Type C “Emergency Response Judgement” corresponds to “Activities for emergency response in occurrence of disaster.” Emphasis of Type C is “Thinking abilJournal of Disaster Research Vol.16 No.4, 2021

Typology of Learning Contents in “Supplementary Textbook for Disaster
Prevention Education” – What Are Teachers in the Areas Affected by the Great
Hanshin-Awaji Earthquake in 1995, and the Great East Japan Earthquake in 2011,
Striving to Teach Students in Junior High School? –Table 4. Summary of types by evaluation items and comparison with types of disaster prevention education and qualities andabilities expected to be acquired.
Type

Summary of typeType based on “Conceptual model ofdisaster prevention education”∗

Qualities and abilities expected to be acquiredA

Knowledge to prepare for earthquake and tsunami disasters

Activities to prepare for disasters

Knowledge• Aspiration, efforts, and joy of living better• Thoughts for the hometown and family
Solidarity with family and resi- Activities to enrich the mind (by rais• Kindness to disaster-affected peopleB
dents
ing the self-awareness)• Social participation/community contribution• Judgement
Activities as offering emergency re• Thinking ability
C
Emergency Response Judgement
sponse in occurrence of disaster• Self-awareness• Skills
Knowledge and skills useful at dis• Life, nature protection, and awe to nature
D
Activities useful for evacuation life
aster time
• Expressive ability∗ Since the research by Sato et al. [1] is obtained by categorizing the activities for elementary school students conducted as disasterprevention education, the ending is “-activity.” Noted that the evaluation item of this study is not about whether the activity is
conducted, but whether the aim of each subject of the supplementary textbook is related to which category of activity.

ity” and “Judgment” according to disaster and the situation at the time. And it is “Self-awareness” that can beconsidered as one’s own thing. The teachers who createdthe supplementary textbooks focused on protecting each
student’s life and hoped that the students would be able toprotect their own lives by responding flexibly in the eventof disasters.
Type D “Activities useful for evacuation life” corresponds to “Knowledge and skills useful in occurrence ofdisaster.” Type D is related to “Skills” as the center. Satoet al. [1] limit the phase to evacuation life after the disasteras “Activities useful in evacuation life,” but in the analysisof this study, skills that require training such as emergency
lifesaving methods are collected as one type. It is necessary to acquire the skills of emergency lifesaving andfirst aid methods for injuries and illnesses in combination
with knowledge. Skills such as firefighting and cooking
are also needed to prepare for meals for evacuation life.
Since it is necessary to express such things as the result of
actual learning, it is considered that “Expressive ability”
also falls into this category. Also, emotional such as “Life,nature prevention, and awe to nature,” and “Qualities andabilities” are included in Type D, probably because thelifesaving method is related to life. In addition, Type D
deals with “Skills” in the disaster prevention education inschools using a supplementary textbook. It clearly showsthat disaster education needs to be provided with learningthat requires experiential training. To learn the procedureand knowledge of various handling methods by using a
supplementary textbook and learning only the knowledge
in a classroom manner, is quite impossible. The teachers who edited the supplementary textbook think direct
learning to acquire “Skills” like this is important. Disaster prevention education in schools needs a place wherestudents learn with experience by doing things.

Journal of Disaster Research Vol.16 No.4, 2021

5. Discussion
First, the relationship between the two types of analysis results obtained from the cluster analysis in the earlier
section, Types I to VI and Types A to D must be considered. Table 5 shows the relationship between the two
types.
Considering the A to D types in Table 5 that classify theevaluation items, many checks are gathered for Type A.
The knowledge to prepare for earthquake and tsunami disasters of Type A is the center of the disaster prevention
education using the supplementary textbooks. Congruent
with the “Ability to respond to disasters” of Types I to
III, which focuses on learning to acquire “Knowledge,”the “Will to live together” of Types IV to VI, which focuses on learning related to emotions also, received many
checks. Initially, it is a contradictory result that many
checks were seen in both two groups, but this seems to
be intended to raise students’ awareness of disaster prevention and effectively intended to acquire “Knowledge,”by paying attention to feelings related to disasters. It isthought that the intention was to raise the level of knowledge and effectively establish “Knowledge.” In addition,
there are many configurations in which students’ actions
are triggered, such as actively preparing for disasters, triggered by emotions. Disaster prevention education is anarea were learning motivation and learning content coexist in an extremely natural way.
As for Type B, many checks were gathered in Types IV
to VI, and most of them are moral and other emotional
subjects. Type C contrasts with this, and many checks
were found in the subjects of Types I to III. It is occupiedby the subject related to emergency response in a disaster, judgment of the situation, and flexible thinking andjudgment according to the situation. There was some association between Types B and C, and Types III and IV,

805

Sato, K., Kimura, R., and Ohtomo, S.

Table 5. Relationship between two types (numbers in the table represent the percentage of applicable items).
I

II
Countermeasures
Knowledge against disasters

A: Knowledge to prepare for earthquake and tsunami disasters
B: Solidarity with family and residents
C: Emergency Response Judgement
D: Knowledge and skills useful at disaster timeIV

Measuresrequiredfor disastersurvival

V
VI
Will to live together
Heart supporting each other
LivingAwarenesswith familyof joining
Disasterandlocal
comradery
communitycommunity

Life-saving
measures

Fortifying
town

83.9%

85.1%

55.9%

74.5%

74.7%

38.7%

2.8%
63.1%

6.7%
34.0%

14.4%
23.5%

39.0%
21.4%

50.7%
3.5%

62.5%
4.7%

5.2%

6.1%

18.3%

10.5%

5.4%

3.2%

which are proximity types, respectively.
Although Type D was the least marked, there werecomparatively many checks in the subjects related toTypes III and IV. Type D was less marked because it isa type in which “Skills” can be learned more effectively
by experience learning, and it seems that the affinity was
not good with the learning conducted in the study using
the supplementary textbook. Conversely, it is consideredthat the learning which acquires “Skills” is necessary forthe disaster prevention education of the junior high school
student, and it is necessary to learn in the experience forthat.
Next, each of the Types I to VI, which classify the subject, must be considered vertically. Then, the first andsecond types are B type and D type, and the check ratio is low, showing that the subject is not remarkably familiar with the B and D types. In addition, Types V and
VI were not familiar with Types C and D. Compared tothese, Types III and IV seem to correspond to a wide rangeof evaluation items, penetrating Types A to D. In otherwords, it is considered that the subjects belonging to theTypes III and IV can be used when implementing disasterprevention education in any of the Types A to D.
The two types of proximity, Type III “Measures required for disaster survival” and Type IV “Awareness ofjoining local community” are reminiscent of the cooperation with local people at evacuation centers in the disasterarea. It is a work activity. The management of evacuation shelters in collaboration with local people, including
those related to food, clothing, and shelter such as cooking rice, cleaning, and washing, is learning content related
to engaging with local people and surviving the disaster
together.
Since this study analyzed supplementary textbooks
conducted in classroom lectures, the values of Types III
and IV were not as high as those of the checks gatheredin type A. However, in the subjects belonging to Types III
and IV, if the lessons are conducted in consideration of thetype of lessons that children’s experience, the educational
effects of “Emotional aspects” (Type B), “Thoughts andjudgments” (Type C) and “Skills and expressive ability”(Type D) is expected to be even higher. At the beginning
806

III

of the discussion, I mentioned that Type A is the center ofdisaster prevention education using supplementary textbooks, but the learning content belonging to Type III or IV
is a greater disaster prevention education that includes experiential activities. In such a form of disaster prevention
education, the learning content belonging to Type III or
IV is one of the cores of students’ learning and activities.
As an example of such experiential activities, the study ofSato et al. [11] mentioned above can be mentioned.
In addition, the “Will to live together” that appeared
from the results of cluster analysis based on the subject
described in Section 4.2 is family love, attachment tothe community, compassion, contribution to the community, awareness of participation, and solidarity. Most of
the curriculum was about emotional aspects such as consciousness. This part is a goal added as the school level
goes up, as seen in Table 1. It is a goal that requires students to take initiative and participate in social development such as approaching the community, which is also
the learning of the emotional aspect in the analysis of the
supplementary textbooks for junior high school students
in this study. It became embossed that it is important thatdisaster prevention education focuses on such emotional
aspects in school education.
It is not clear whether teachers are consciously conducting such emotional education in their daily disasterprevention education. However, regardless of whether theteachers were aware, such learning accounted for almost
half of the subject of the supplementary textbooks, whichappears to be closely related to the fact that school education aims at “fully-developing the individual character” ofchildren throughout the curriculum. On the contrary, disaster prevention education can be regarded as a paraphrasethat includes “fully-developing the individual character”
of children, which is the goal of school education.
Disaster prevention education is a field where students
can comprehensively learn the three cores of “knowledge
and skills,” “the students’ abilities to think, make judgments and express themselves,” and “humanity, and the
motivation to learn.” Disaster prevention education is anarea that can supply comprehensive learning that encompasses a wide range of fields, and is considered that disasJournal of Disaster Research Vol.16 No.4, 2021

Typology of Learning Contents in “Supplementary Textbook for Disaster
Prevention Education” – What Are Teachers in the Areas Affected by the Great
Hanshin-Awaji Earthquake in 1995, and the Great East Japan Earthquake in 2011,
Striving to Teach Students in Junior High School? –ter prevention education has the potential as an education
aiming at “fully-developing the individual character.” Itis necessary for this kind of recognition to spread widelyto the public, including teachers in the field, and to develop disaster prevention education that clearly aims forthe growth of children in schools.

6. Conclusion
A supplementary textbook for disaster prevention education was analyzed. Cluster analysis (ward method)
was performed with a data set of subject evaluation of
the supplementary textbooks. As a result of the analysis with subjects, six types were obtained: “Life-saving
measures,” “Fortifying town,” “Measures required for disaster survival,” “Awareness of joining local community,”“Disaster comradery,” and “Living with family and community.” Next, the same set of data was analyzed withclusters using evaluation items. As a result of the analysis, four types are obtained: “Knowledge to prepare
for earthquake and tsunami disasters,” “Solidarity withfamily and residents,” “Emergency Response Judgement,”
and “Knowledge and skills useful at disaster time.” These
correspond to the classification of the conceptual model ofdisaster prevention education conducted by Sato et al. [1]In addition, each type has the corresponding qualities andabilities. For these reasons, more than half of the subjects
contained in the supplementary textbooks for disaster prevention education prepared by schoolteachers should beemotional. Consequently, it is found that teachers thinkthat disaster prevention education should be implemented
not only as an education that saves life but also as an education that promotes the growth of children while cultivating humanity.
References:[1] K. Sato, R. Kimura, H. Ikushima, J. Sawano, K. Miyazaki, Y. Ono,and Y. Hashimoto, “Conceptualization of Disaster Management
Education Programs for Elementary Students at Children’s Center –Case study of practices of viewpoint of ordinary people at
Asso Children’s Center in Kamitonda Town, Wakayama Prefecture,
Japan–,” J. of the Social Safety Science, No.36, pp. 91-100, 2020
(in Japanese).
[2] Disaster Response Headquarters, Fire and Disaster Management
Agency, “The 2011 Off the Pacific Coast of Tohoku Earthquake (Great East Japan Earthquake) (160th release),” March
2020, https://www.fdma.go.jp/disaster/higashinihon/items/160.pdf(in Japanese) [accessed December 10, 2021][3] 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’,” March 2013,https://www.mext.go.jp/component/a menu/education/detail/icsFiles/afieldfile/2018/12/25/1334780 01.pdf (in Japanese)[accessed December 15, 2020][4] Ministry of Education, Culture, Sports, Science and Technology(MEXT), “Elementary School Course of Study Guidelines,” March2017 (in Japanese).
[5] Ministry of Education, Culture, Sports, Science and Technology(MEXT),“Junior High School Course of Study Guidelines,” March2017 (in Japanese).
[6] T. Nagata and R. Kimura, “Proposing A Multi-Hazard Approach
to Disaster Management Education to Enhance Children’s ‘Zest forLife’ – Development of Disaster Management Education Programs
to Be Practiced by Teachers,” J. Disaster Res., Vol.12, No.1, pp. 1741, doi: 10.20965/jdr.2017.p0017, 2017.

Journal of Disaster Research Vol.16 No.4, 2021

[7] 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,
doi: 10.20965/jdr.2020.p0020, 2020.
[8] T. Motoyoshi, “Risk Management Education and Disaster Prevention Education,” The Annual Report of Educational Psychology inJapan, Vol.52, pp. 153-161, 2013 (in Japanese).
[9] M. Kanai and T. Katada, “A Survey on the Implementation Status
and Effectiveness of School Disaster Prevention Education after theGreat East Japan Earthquake,” J. of Disaster Information Studies,No.13, pp. 110-118, 2015 (in Japanese).
[10] T. Katada and M. Kanai, “The School Education to Improve the Disaster Response Capacity – A Case of ‘Kamaishi Miracle’,” J. Disaster Res., Vol.11, No.5, pp. 845-856, doi: 10.20965/jdr.2016.p0845,
2016.
[11] K. Sato, R. Kimura, and H. Hayashi, “Proposal of an Experiential
Education Program for Disaster Management to Develop ‘Zest forLife’ by ‘Evacuation Center Management Training’ Which is Madeby Students’ Proactive Learning –A Case Study on Shizugawa Junior High School, Minami-sanriku Town–,” J. of the Social Safety
Science, No.33, pp. 313-323, 2018 (in Japanese).
[12] T. Kuromitsu, N. Ishizaka, and M. Maki, “A Study of Teaching Material Improvement in Disaster Prevention Education –A Development of Supplementary Reading Materials on Mt. Sakurajima–,”
Bulletin of Faculty of Education, Kagoshima University, Educational Science, Vol.71, pp. 39-51, 2020 (in Japanese).
[13] R. Nouchi, S. Sato, and F. Imamura, “Disaster Education for Elementary School Students Using Disaster Prevention Pocket Notebooks and Quizzes,” J. Disaster Res., Vol.10, No.6, pp. 1117-1125,
doi: 10.20965/jdr.2015.p1117, 2015.
[14] Article 34, The School Education Act (Act No.26), 1947,
https://elaws.e-gov.go.jp/document?lawid=322AC0000000026
20200401 501AC0000000044 (in Japanese) [accessed December
15, 2020][15] Article 72, The Enforcement Regulations of the School Education Law, Ordinance No.11 of the Ministry of Education, Culture, Trade and Industry, 1947, https://elaws.e-gov.go.jp/document?
lawid=322M40000080011 (in Japanese) [accessed December 15,
2020][16] Miyagi Prefectural Board of Education, “2013 ‘Miyagi disaster prevention education supplementary textbook, Bonding to future’ Editorial Board Member,” 2013, https://www.pref.miyagi.jp/
uploaded/attachment/298873.pdf (in Japanese) [accessed December 15, 2020][17] Miyagi Prefectural Board of Education, “Miyagi disaster prevention
education supplementary textbook, Bonding to future, Junior highschool,” March 2016, https://www.pref.miyagi.jp/soshiki/supoken/
fukudokuhon.html (in Japanese) [accessed December 15, 2020][18] Sendai City Board of Education, “Sendai-version disaster prevention education supplementary textbook 3.11 to future, Junior high school,” March 2020, http://www.sendai-c.ed.jp/06siryou/
01fukudokuhon/01bousai/R02/j123.pdf (in Japanese) [accessed
December 15, 2020][19] Iwate Prefectural Board of Education, “Live, involved, prepare
for junior high school,” October 2016, https://www.pref.iwate.jp/
res/projects/default project/ page /001/006/326/chuugaku.pdf (inJapanese) [accessed December 15, 2020][20] Hyogo Prefectural Board of Education, “‘Disaster prevention education in Hyogo,’ save lives, and nurture bonds, live tomorrow,for junior high school student,” March 2013, http://www.hyogoc.ed.jp/∼somu-bo/bosai/chu-fuku.html (in Japanese) [accessed December 15, 2020][21] Kobe City Board of Education, “Carry happiness for junior highschool,” March 2020 (in Japanese).
[22] Ministry of Education, Culture, Sports, Science and Technology(MEXT), “Special Subcommittee on Curriculum Planning,” August 27, 2015, http://www.mext.go.jp/component/b menu/shingi/
toushin/ icsFiles/afieldfile/2015/12/11/1361110.pdf (in Japanese)[accessed Dec. 15, 2020]

Appendix A. Supplementary Textbook Lists
The supplementary textbooks of the five boards of education are listed in Table 6 and the contents of each textbook are shown in Table 7.

807

Sato, K., Kimura, R., and Ohtomo, S.

Table 6. Types of supplementary textbooks for disaster prevention of the five boards of education.
No.

Name of theeducation program

Issued by1

Miyagi Prefecture
Board of Education

Disaster prevention
education

2

Sendai City Board of
Education

Disaster prevention
education

3

Iwate Prefecture
Board of Education

Reconstruction
Education

4

Hyogo Prefecture
Board of Education

Disaster prevention
education

5

Kobe City Board of
Education

Disaster prevention
education

Issued supplementary textbook• Miyagi Disaster Prevention Education Supplementary Textbook, Bonding to Future (forkindergarten children)
Part 1 Story “Smile, everyone”
Part 2 Learning “Let’s think about it! What should I do if I have problem?”• Miyagi Disaster Prevention Education Supplementary Textbook, Bonding to Future, Elementary school 1st and 2nd grades• Miyagi Disaster Prevention Education Supplementary Textbook, Bonding to Future, Elementary school 3rd and 4th grades• Miyagi Disaster Prevention Education Supplementary Textbook, Bonding to Future, Elementary school 5th and 6th grades• Miyagi Disaster Prevention Education Supplementary Textbook, Bonding to Future, Juniorhigh school• Miyagi Disaster Prevention Education Supplementary Textbook, Bonding to Future, Highschool• Sendai’s Version of Disaster Prevention Education Supplementary Textbook 3.11 to Future,
Elementary school 1st, 2nd, and 3rd grades• Sendai’s Version of Disaster Prevention Education Supplementary Textbook 3.11 to Future,
Elementary school 4th, 5th and 6th grades• Sendai’s Version of Disaster Prevention Education Supplementary Textbook 3.11 to Future,
Junior high school• Live, Engage, Prepare for lower grades of elementary school• Live, Engage, Prepare for higher grades of elementary school• Live, Engage, Prepare for junior high school• “Disaster Prevention Education in Hyogo,” Save Lives, Nurture Bonds, and Live Tomorrow(for lower grades of elementary school)• “Disaster Prevention Education in Hyogo,” Save Lives, Nurture Bonds, and Live Tomorrow(for higher grades of elementary school)• “Disaster Prevention Education in Hyogo,” Save Lives, Nurture Bonds, and Live Tomorrowfor junior high school student• “Disaster Prevention Education in Hyogo,” Save Lives, Nurture Bonds, and Live Tomorrowfor high school students• Carry happiness for 1st, 2nd, and 3rd grades of Kobe elementary school• Carry happiness for 4th, 5th, and 6th grades of Kobe elementary School• Carry happiness for junior high school

Table 7. Titles of supplementary textbooks for disaster prevention education for junior high school students of the five boards ofeducation.
No
1
2
3
4

Government
MiyagiPrefecture

Large category––
Chapter 1
Never forget 3.11

5
6
7
8
9
10
11
12
13
14
15
16

Chapter 2
Know disaster

Chapter 3
Saving myself

17
18
19
20
21
22
23
24
25
26

808

Sendai City

Chapter 4
Help each other, live together
Chapter 5
Public support and preparation
Chapter 6
Mental care
Chapter 7Ways of living––
Chapter 1
Memories of the Great East
Japan Earthquake

Title of subject• Learned from experience of earthquake
Message to you for supporting Miyagi
Never forget the Great East Japan Earthquake• Experienced the Great Earthquake disaster• FY 2010 Kesennuma-City, Hashikami Junior High School, 64th Graduation Ceremony,
Message of representative of graduates
1. Learn about earthquake disasters
2. Learn about tsunami disasters
3. Learn about volcano disasters
4. Learn about heavy rain and blast disasters
1. Prepare for earthquake disasters
2. Prepare for tsunami disasters• Never forget earthquake disasters
3. Prepare for heavy rain and blast disasters
4. Collect and use information during a disaster
1. As an evacuee
2. What I can do as a local community member
Recovery and reconstruction from the Great East Japan Earthquake
1. Preserve mental health
2. What I can do for mental health• Dream reconstruction of strawberry field at hometown• My challenge
Materials: Facilities telling about the Great East Japan Earthquake and teaching of disaster• Go ahead
1. Occurrence of Tohoku Earthquake off the Pacific coast
2. Run for reconstruction
3. Powerful steps as a storyteller

Journal of Disaster Research Vol.16 No.4, 2021

Typology of Learning Contents in “Supplementary Textbook for Disaster
Prevention Education” – What Are Teachers in the Areas Affected by the Great
Hanshin-Awaji Earthquake in 1995, and the Great East Japan Earthquake in 2011,
Striving to Teach Students in Junior High School? –Table 7. Continued.
No
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75

Government
Sendai City

Large category
Chapter 2
Steps for reconstruction

Chapter 3
Mechanism of earthquakes

Chapter 4
Judgement and action for
self-help

Chapter 5Play a part in mutual assistance

Chapter 6
Materials
Iwate
Prefecture–
Live

Engage

76
77
78
79
–
80
81
82
83
84
85
86
87
88

PrepareTitle of subject
1. Grow together
2. Promise
3. With bravery and hope
4. Mutual support is wonderful
5. Send smiles with flowers and greenery
6. Turn bonds to power
7. Learn about the reconstruction situation in Sendai city
1. Japan with elevated risk of nature disaster2. Observe the earthquake on March 11 with a scientific eye
3. Prepare for earthquake
4. Learn about history of disasters in the Sendai plain field
5. Read about historic disasters
1. Individually prepare for disaster
2. Save oneself
3. Prepare for natural disasters
4. Home preparation for disaster5. Learn disaster phycology
6. Cardiopulmonary resuscitation method and usage of AED that you should know
7. Protect mental health
1. Deliver food that satisfies the heart
2. As a local community member
3. From January 17 to March 11
4. Close to heart
5. Be strong, Japan! Friends of Japan
1. Check knowledge on disaster prevention
2. Learning window – Records of the Great East Japan Earthquake
3. Natural disaster/reconstruction chronology of Sendai
Iwate’s poet – Kotaro Takamura
Goalkeeper of living – Disaster base hospital
What can I do? Takeshi Kanno
Composition: Live – Now and future
Hajime Sasaki ex-director leading “Nadeshiko Japan”
Keep life at seawall in forest – Long castle project in forest
Shot and present smile
Towards dream step by step, Collaboration school
Our turn at time of hardship – Rescue and support activities of self-defense force
Masaki-kun’s piano
Listening volunteers
R-Sports program capable of being performed at a limited place
Not recovery, but reconstruction – Shinpei Goto
Composition: Continue to tell
“Hope’s sound”
Composition: Bonding
Found “village of acorn and black tailed gull” as dreamThat time – At high school as evacuation center
Revival of folk performing arts by own costume at Miyako-city Tsugaruishi junior high school
Continue to tell teaching of local community at Miracle village, Yoshihama
Vest indicating roles
Composition: Echo highVillage’s future thought by children – “Children’s conference for reconstruction” at Tanohara
village
What we can do now: Interaction between coastal and inland areas
When was the last time?
The Great East Japan Earthquake on March 11, 2011 (Heisei 23)
Main disasters in the world (excluded from analysis due to non-disclosure of PDF)
System of natural disaster and damage (1)System of natural disaster and damage (2)System of natural disaster and damage (3)Information and phycology at disaster time
What do you do at that time?
What do you do if all stops? – Lifeline
Have family meeting – Is your home security OK?
Join local disaster prevention drills
Basics of first aid

Journal of Disaster Research Vol.16 No.4, 2021

809

Sato, K., Kimura, R., and Ohtomo, S.

Table 7. Continued.
No
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147

Government
Hyogo
Prefecture

Large category––
Learn about disasters
Save your life yourself

Learn about disasters
Saving myself

Kobe
City

Live together
Ways of living
Mental care
Get public support–––
This thing happened

Save lives

Live together

Title of subject
Being alive
Family’s feelings in “Tsunami tendenko”
Can you save your life? – Disaster prevention training
Save your life from earthquake – Disaster prevention training
Save your life from tsunami – Disaster prevention training
Save your life from heavy rain – Disaster prevention training
History of earthquake
Can you save the life of a loved one? Health and physical education
Never die by such a thing
Eye for story telling
Meeting friend/In severity
One heart
Wandering mind
What you can do as a member of community, time for comprehensive learning
Echo Japanese drum for reconstruction, Ethics
For healthy mentality and body, health and physical education
Recovery/reconstruction society from Great Hanshin-Awaji Earthquake
Never forget January 17
If – Seek “living” time
Damage to Kobe City due to the Great Hanshin-Awaji Earthquake
1. When seeing bright past
2. Promise (Sen)
3. With orange Osmanthus
4. Our town Kobe
5. Experienced the Great East Japan Earthquake (Sen)
6. Eye for story telling
7. When everyday life is no longer everyday (Sen)
8. Live
9. Wish upon a star – Star-festival decoration for 80,000 people (Sen)
10. Meaning of information (Sen)
11. Earthquake will happen
12. Tohoku-Pacific Ocean Earthquake (Sen)
13. Unexpected
14. Nuclear Disaster
15. Prepared for the tsunami?
16. Three major floods that hit Kobe
17. People always forget
18. Disaster archipelago
19. Don’t miss nature’s signal
20. O, fire!
21. Just in case
22. Check safety of house
23. First aid in case of emergency
24. Prepare for food at disaster time
25. Disaster prevention simulation (Sen)
26. Use media (Sen)
27. One power
28. Close to heart
29. Connect hearts of good citizens
30. Encounter with one lady
31. Unforgettable taste of soup
32. Real strength of students in junior high school (Sen)
33. With residents (Sen)
34. Monument for memorial and reconstruction for January 17, Hope’s light
35. Hopes for reconstruction
36. Loop of volunteers
37. Friends of Japan (Sen)
38. Protect mental health (Sen)
39. “Wish to bring happiness” and “tomorrow”∗ The word “(Sen)” after the name of the subject of the Kobe City supplementary textbook indicates that the subject is created in cooperation with Sendai

City Board of Education.

810

Journal of Disaster Research Vol.16 No.4, 2021

Typology of Learning Contents in “Supplementary Textbook for Disaster
Prevention Education” – What Are Teachers in the Areas Affected by the Great
Hanshin-Awaji Earthquake in 1995, and the Great East Japan Earthquake in 2011,
Striving to Teach Students in Junior High School? –
Name:

Name:

Koji Sato

Reo Kimura

Affiliation:

Affiliation:

Chief Teacher, Utatsu Junior High School

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

Address:

Address:

123 Isatomae, Utatsu, Minamisanriku Town, Miyagi, Japan

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

Brief Career:

Brief Career:

1991- Teacher, Public Junior High Schools in Miyagi Prefecture
2017-2019 Graduate School of Arts and Sciences, The Open University ofJapan2019 Master of Cultural Science, Graduate School of Arts and Sciences,
The Open University of Japan
2019- Graduate Student in Ph.D. Program, Graduate School of Human
Science and Environment, University of Hyogo

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

Selected Publications:• “Recovery and Reconstruction Calendar,” J. Disaster Res., 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,” Int. J. for Infonomics, Special Issue,
Vol.1, Issue 1, pp. 860-866, 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,” J. DisasterRes., Vol.9, No.sp, 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,” J. Disaster Res., 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,” J. Disaster Res., Vol.10, No.sp, pp. 755-769, 2015.
• “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.
• “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.
• “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.

• “Proposal of an Experiential Education Program for Disaster
Management to Develop ‘Zest for Life’ by ‘Evacuation Center
Management Training’ Which is Made by Students’ Proactive Learning –A
Case Study on Shizugawa Junior High School, Minami-sanriku Town–,” J.
of the Social Safety Science, No.33, pp. 313-323, 2018 (in Japanese).
• “Conceptualization of Disaster Management Education Programs for
Elementary Students at Children’s Center –Case study of practices ofviewpoint of ordinary people at Asso Children’s Center in Kamitonda
Town, Wakayama Prefecture, Japan–,” J. of the Social Safety Science,
No.36, pp. 91-100, 2020 (in Japanese).
• “How can the children who had suffered from the earthquake disastersurvive their childhood and adolescence? –Analysis of the social survey
data about ‘the 25 years after the Great Hanshin-Awaji (Kobe) Earthquake
Disaster’–,” J. of Disaster Information Studies, No.18-2, pp. 199-209,
2020 (in Japanese).

Academic Societies & Scientific Organizations:• Institute of Social Safety Science (ISSS)• Japan Society for Disaster Information Studies (JASDIS)• Japanese Association of Safety Education (JASE)

Selected Publications:

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)

Journal of Disaster Research Vol.16 No.4, 2021

811

Sato, K., Kimura, R., and Ohtomo, S.

Name:
Shoji Ohtomo

Affiliation:
Associate Professor, Department of Communication, College of Interhuman Symbiotic Studies, Kanto Gakuin University

Address:
1-50-1 Mutsuura-higashi, Kanazawa-ku, Yokohama 236-8502, Japan

Brief Career:
1998-2002, Faculty of Education, Aichi University of Education
2002-2007 Graduate School of Environmental Studies, Nagoya University
2007-2008 Assistant Professor, Graduate School of Information Sciences,
Tohoku University
2008-2021 Associate Professor, Faculty of Human Sciences, Konan
Women’s University

Selected Publications:• “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.
• “Public acceptance model for siting a repository of radioactive
contaminated waste,” J. of Risk Research, Vol.24, pp. 1-13, 2020.
• “The Influences of Residents’ Evacuation Patterns in the 2016
Kumamoto Earthquake on Public Risk Perceptions and Trust Toward
Authorities,” J. Disaster Res., Vol.12, No.6, pp. 1139-1150, 2017.

Academic Societies & Scientific Organizations:• Japanese Psychological Association (JPA)• Society for Risk Analysis, Japan• European Health Psychology Society (EHPS)

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Journal of Disaster Research Vol.16 No.4, 2021