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The Effects of Earthquake Experience on Disaster Education for Children and Teens

Author

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  • Da-Hye Yeon

    (School of Urban and Environmental Engineering, Ulsan National Institute of Science and Technology, Ulsan 44919, Korea)

  • Ji-Bum Chung

    (School of Urban and Environmental Engineering, Ulsan National Institute of Science and Technology, Ulsan 44919, Korea)

  • Dong-Hyeon Im

    (School of Urban and Environmental Engineering, Ulsan National Institute of Science and Technology, Ulsan 44919, Korea)

Abstract

The purpose of this study is to examine the factors of disaster experience that impact the effectiveness of disaster education on school students (children and teens). Following the magnitude 5.4 Pohang earthquake in 2017, Pohang City Hall conducted a school earthquake disaster education program over a period of four months (August to November) in 2018. Professors and graduate students from the Ulsan National Institute of Science and Technology taught around 5000 middle and high school students, while also conducting surveys. The experiences of the Pohang earthquake were analyzed and divided into cognitive responses and emotional responses. Students who felt activated emotional responses, surprise and fear, but not joy, tended to have more effective educational experiences. On the other hand, unpleasant emotional reactions, such as anger and sadness, had a negative effect on educational effectiveness. The cognitive response, which is perceived intensity in this research, did not impact educational effectiveness significantly. These results imply that the emotional responses of students are more important than their cognitive responses in providing a disaster education program. This means that even though an earthquake may be small in magnitude and may not cause physical damage, we still need to provide immediate disaster education to the children and teens if they are surprised and afraid of future disasters.

Suggested Citation

  • Da-Hye Yeon & Ji-Bum Chung & Dong-Hyeon Im, 2020. "The Effects of Earthquake Experience on Disaster Education for Children and Teens," IJERPH, MDPI, vol. 17(15), pages 1-14, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:15:p:5347-:d:389473
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    References listed on IDEAS

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    3. Kevin Ronan & Kylie Crellin & David Johnston, 2010. "Correlates of hazards education for youth: a replication study," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 53(3), pages 503-526, June.
    4. Lennart Sjöberg, 1998. "Worry and Risk Perception," Risk Analysis, John Wiley & Sons, vol. 18(1), pages 85-93, February.
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    Cited by:

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    2. Sai Leung Ng, 2023. "The role of risk perception, prior experience, and sociodemographics in disaster preparedness and emergency response toward typhoons in Hong Kong," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 116(1), pages 905-936, March.

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