Genta Nakano 교수

Research on disaster risk reduction education (hereafter, DRR education) focuses on educational acts that take place between instructors and learners. Current research principally analyzes the knowledge and skills transmitted from instructors to learners, with the expectation that instructors teach learners knowledge and skills so that learners can engage proactively in DRR-related activities and respond appropriately to an actual disaster. However, previous studies have pointed out that increas

This paper aims to introduce an effective methodology for communicating a science-based tsunami risk scenario to non-expert citizens through consensus-making between disaster experts and non-experts, with the aid of four-way split-screen movie clips depicting evacuation scenarios. Action research on tsunami education in Zihuatanejo, Mexico found that a perception of tsunamis as catastrophic together with the one-directional nature of risk communication resulted in inaction on the part of non-exp

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 i

Disaster risk reduction education is provided through external support at schools. Most educational programs evaluate the level of knowledge transfer. However, the particular context of school is not considered, even though it prescribes the understanding of students. In this study, tsunami education was provided by a non-Mexican NGO at two schools in Acapulco, Mexico, and questionnaire surveys were conducted. The surveys identified that students were more interested in obtaining knowledge than