Quantifying the impact of educational methods for disaster risk reduction: A longitudinal study assessing the impact of teaching methods on student hazard perceptions
Quantifying the impact of educational methods for disaster risk reduction: A longitudinal study assessing the impact of teaching methods on student hazard perceptions
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量化教育方法对减少灾害风险的影响：评估教学方法对学生灾害认知影响的纵向研究
DOI：
10.1016/j.ijdrr.2020.101978
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发表时间：
2021
影响因子：
5
通讯作者：
Parham M
中科院分区：
文献类型：
--
作者：
Parham M
减少灾害风险教育方案对于提高人们对造成灾害风险的因素的认识至关重要。对过去DRR教育研究的批评强调了两个关键问题：短期主义和无法评估结果的影响。我们使用个人自我测量的图画表征(PRISM)调查方法来量化不同教育方法下学生对多灾害风险感知的变化。在多米尼加罗索的两所中学，我们进行了一项纵向研究，比较了同一批学生在三年时间里的看法。结果表明，随着时间的推移，人们对灾害风险的感知相对恒定，受低频率、高影响事件经历的影响，导致灾害风险感知的加剧或下降。人们对灾害风险之间的联系知之甚少。参与式实地决策练习对学生对灾害风险的认识影响最大，特别是对低频地球物理风险的认识。为当地使用量身定做的与背景相关的实践练习对于影响较大的CCDRR教育方法是必要的。
Disaster Risk Reduction (DRR) education programmes are essential for raising awareness of the factors driving the risk of disaster. Criticism of past DRR education studies emphasises two key issues; short-termism and an inability to assess impact of outcomes. We use the Pictorial Representation of Individual Self Measure (PRISM) survey method to quantify changing student perception of multi-disaster risk in response to different educational methods. From two secondary schools in Roseau, Dominica, we have carried out a longitudinal study, comparing the perceptions of the same student cohort during a 3-year period. Results show a relatively constant perception of disaster risk over time, influenced by experience of low frequency, high impact events, causing either intensification or decay of disaster risk perception. Understanding links between disaster risks is poorly understood. Participatory field-based decision-making exercises had the greatest impact on student awareness of disaster risk, particularly toward low-frequency geophysical risks. Context-relevant practical exercises, bespoke-designed for local use, are necessary for high-impact CCDRR educational approaches.
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影响因子：
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作者：
F. Kagawa;David Selby
通讯作者：
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影响因子：
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作者：
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通讯作者：
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质疑“综合”减少灾害风险和“全社会”参与：“备灾教育”能有所帮助吗？
DOI：
10.1080/03057925.2018.1464385
发表时间：
2019
期刊：
Compare: A Journal of Comparative and International Education
影响因子：
--
作者：
Kaori Kitagawa
通讯作者：
Kaori Kitagawa
影响因子：
4.6
作者：
Amri, Avianto;Bird, Deanne K.;Towers, Briony
通讯作者：
Towers, Briony
影响因子：
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作者：
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通讯作者：
Hatz, Christoph