Long-term evaluation of proactive attitudes toward disaster education in Nepal
Long-term evaluation of proactive attitudes toward disaster education in Nepal
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DOI：
10.1016/j.ijdrr.2020.101866
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发表时间：
2020-11
影响因子：
5
通讯作者：
Genta Nakano;S. Suwa;Ap Gautam;Katsuya Yamori
中科院分区：
文献类型：
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作者：
Genta Nakano;S. Suwa;Ap Gautam;Katsuya Yamori
本研究建议改变评估减少灾害风险（DRR）教育的方法，从短期的知识转移到长期的面向行动的方法。此外，该研究建议引入一种按时间顺序和渐进式的评估方法，从一开始就遵循DRR教育的学习者，而不是回顾性评估。因此，本研究从两个角度讨论了文献中对短期知识转移评估范式的强烈倾向及其问题：评估内容与需要实现的内容之间的不一致，以及知识与行动的分离。三项关于长期评价的研究解决了这些问题，但是，他们没有评估积极态度是如何发展和被唤起的。因此，本研究描述了尼泊尔和日本学生之间的DRR教育交流计划的时间发展，以及尼泊尔学生从2001年到2015年的态度的逐步变化。结果显示，教育有助于培养学生的积极态度，他们保持即使在毕业后。学员们推动在他们的村庄建造抗震房屋，并为减少2015年地震造成的结构性破坏做出了贡献。更重要的是，研究表明，学习者的态度逐渐变得积极主动，这种积极主动的态度在教育、参与和独立行动三个阶段中保持了10多年。该研究建议研究人员改变他们的方法来评估DRR教育，以长期的行动为导向的方法。为长期的面向行动的评价积累数据，导致有能力探索有效的教育方法，培养学习者的积极态度。
This study proposes a change in the approach to evaluating disaster risk reduction (DRR) education from short-term knowledge transfer to a long-term action-oriented approach. Furthermore, the study recommends introducing a chronological and progressive evaluation method that follows learners in DRR education from the beginning, rather than evaluating retrospectively. Thus, the study discusses the strong tendency in the literature toward the short-term knowledge-transfer evaluation paradigm and its problems from two viewpoints: inconsistency between what is evaluated and what needs to be achieved, and dissociation of knowledge from action. Three studies on long-term evaluation have solved these problems; however, they did not evaluate how the proactive attitude grows and is evoked. Thus, this study describes the chronological development of a DRR education exchange program between Nepalese and Japanese students and the progressive change in attitude of Nepalese students from 2001 to 2015. It was revealed that the education contributed to fostering the learners’ proactive attitude, which they maintained even after graduation. The learners promoted the construction of earthquake-resistant houses in their village and contributed to decreasing structural damage sustained from the 2015 earthquake. More importantly, the study clarified that the learners’ attitudes evolved to become proactive, and that this proactive attitude was maintained for more than 10 years throughout three phases: educational, participation, and independent action. The study recommends that researchers change their approach to evaluating DRR education to a long-term action-oriented approach. Accumulation of data for long-term action-oriented evaluation leads to the ability to explore an effective education methodology that fosters a proactive attitude in learners.