Informal education for disaster risk reduction

Bernhardsdóttir, Ásthildur Elva; Musacchio, Gemma; Ferreira, M. A.; Falsaperla, S.

doi:10.1007/s10518-015-9771-9

Cited by 35 publications

(27 citation statements)

References 4 publications

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“…They remember being in the classroom while the shaking occurred and having to apply drop-cover-hold actions, having never done any earthquake drills before. In Italy earthquake drills are not mandatory in medium hazard seismic zone, and they usually are included in or mistaken by fire-drills (Bernharðsdóttir et al, 2015). Other students felt the earthquakes that occurred in Central Italy in the summer of 2016.…”

Section: The Training Session In Northern Italy Pilot Area: Laveno Mombello Areamentioning

confidence: 99%

A protocol to communicate seismic risk in schools: design, test and assessment in Italy

Musacchio

Eva

Crescimbene

et al. 2021

Annals of Geophysics

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The best chance to achieve a future disaster-resilient society is through risk education in school: it has a great potential to strengthen capacity of communities to mitigate risks. The KnowRISK (Know your city, Reduce seISmic risK through non-structural elements) project gave the opportunity to implement a risk communication campaign for schools in Portugal, Italy, and Iceland. The idea was that suitably changes in people’s knowledge and attitude can trigger best practices. Crucial to reach such target is the raise of awareness on meaningful issues. The main challenge of the campaign was how to effectively address the mitigation of the vulnerability to earthquakes of non-structural elements, which is an issue considered to be of low priority even in the building regulations of many countries around the world. The campaign stood on a communication strategy that was systematized within a protocol, for 13-15 years old students, that specifies goals, contents, learning strategy, support material, and relies on face-to- face intervention of scientists in the classroom. This protocol had training sessions bounded by assessment sessions, ex-ante and ex-post, that allowed to validate its efficacy. The training made large use of flipped learning and Episode of Situated Learning (EAS) strategy to raise student’s motivation and increase achievements. To ensure its replicability, the protocol was tested in zones matching a wide range of seismic hazard in Italy. The assessment showed the protocol be effective and ready for a wide dissemination.

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Section: The Training Session In Northern Italy Pilot Area: Laveno Mombello Areamentioning

confidence: 99%

A protocol to communicate seismic risk in schools: design, test and assessment in Italy

Musacchio

Eva

Crescimbene

et al. 2021

Annals of Geophysics

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“…Education is a long-term defense against natural disasters that enables communities to deal with disaster hazards in different ways, and directly influences risk perception, promotes access to information and resources, and teaches the skills and knowledge needed for disaster mitigation (Bernhardsdottir, Musacchio, Ferreira, & Falsaperla, 2016). Disaster education for residents or communities who volunteer for disaster risk reduction activities and participate in evacuation drills has a higher perception of disaster resilience (Cui, Han, & Wang, 2018).…”

Section: B Disaster Mitigation Educationmentioning

confidence: 99%

Development of Lecture Model in Disaster Science Volcanic Dust by LiTMas Approach

Salawane¹,

Supriyadi²,

Rusilowati³

et al. 2020

Proceedings of the International Conference on Science and Education and Technology (ISET 2019)

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This study aims to analyze the effectiveness of the science model of volcanic dust disaster approach to LiTMas (environment, technology, and society) developed for the mitigation of volcanic dust disasters before they are used in large scale trials. The package to support the development of the disaster science lecture model include the guide book model, semester learning plan, lecture program unit, reference books, lecture media, practical guides, disaster simulation guides, lecture products, and evaluation instruments. The method used in this research is the research and development (R&D) method. Subjects in the study were students of the Physics Education Study Program Faculty of Teacher Training and Education. This research produces a model of disaster science lectures by LiTMas approach that is valid, practical, and effective for mitigate volcanic ash disasters as a result of volcanic eruption activities.

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“…Few researchers (D Selby and Kagawa, 2012;Adiyoso and Kanegae, 2012) recommended the extension of DRR education from schools to communities with the involvement of parents and to reach out to children who are out of school, including children with disabilities. (Galperin and Wilkinson, 2015;Bernhardsdottir et al, 2016;Takahashi et al, 2015;D Selby and Kagawa, 2012) emphasized the importance of establishing a nationallevel comprehensive school disaster management plan for child safety and protection. The Bangkok Action Agenda of 2007, recommended encouraging education departments to form a concrete policy of integrating disaster risk reduction into school science curricula with adequate participatory mechanisms in formal and non-formal education for DRR (Bentri, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Earth has diversified geographical conditions and is impacted differently by natural disasters of varying intensities across various regions of the world. Over the years, the earth's surface has kept on changing under the varied impacts of natural events occurring on it (Bernhardsdottir et al, 2016;Briceno, 2007). Initially, thought to be events of divinity occurring under the supremacy of the almighty creator the God, they are now found to be embedded in the fabric of science and within the framework of earth's physical phenomenon.…”

Section: Introductionmentioning

confidence: 99%

Heralding Ideas of a Resilient Nation through Education of Disaster Science in 21st Century

Quazi

Vishwakarma

2020

education

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The world with vast continental landmasses and having diversified topographic structures is bound to face a multiplicity of natural hazards on local to regional scale. Natural events of such adverse effects on human property and life have led us to conceptualize these as disasters. The trend analysis of the last 100 years over the earth reveals the fact that much has been changed by natural disasters with an average occurrence of 7 in 1914 to 341 disasters in 2014 per continent on a global scale. The present study focuses on how frequent disasters have continued to harm our environment and up to what extent threatened the sustainability of humanity in the last ten decades. The available data on past natural calamities have been studied to gauge the intensity and effects of these hazards and realizing a better way to mitigate them by educating all for disasters and disaster management as this will ensure timely disaster preparedness in general. Each disaster occurs at the backdrop of some science in it. This necessitates natural disasters as a probable area of concern which awaits intrinsic study and investigations with enough scientific aptitude and inquiry in science education of our country. The origin of such events of unforeseen calamities is set in one country, but its effects on howsoever mild or severe are widespread trans-nationally. To understand, mitigate, and to manage them finally lies with the scientific community at our disposal.

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Informal education for disaster risk reduction

Cited by 35 publications

References 4 publications

A protocol to communicate seismic risk in schools: design, test and assessment in Italy

A protocol to communicate seismic risk in schools: design, test and assessment in Italy

Development of Lecture Model in Disaster Science Volcanic Dust by LiTMas Approach

Heralding Ideas of a Resilient Nation through Education of Disaster Science in 21st Century

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