The Efficacy of Disaster Prevention Experiential Education into Leisure Disaster Prevention Literacy in the Elementary School

• Main Authors: Kai-Hsuan Chen, 陳凱旋
• Other Authors: Hung-Chih Shih
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/52290320050501175567

碩士 === 康寧大學 === 休閒管理研究所 === 102 === Leisure activities play an important role in modern times, and Taiwan is located at the edge of west Pacific Ocean, between Philippines Sea Plate and Eurasian Plate.The location causes many typhoons and high frequency earthquake disasters, and typhoons may bring flood, mudslide and other compound disasters. People may under the threaten of disasters in their leisure times, therefore, the idea of leisure disaster prevention is very important when people is doing leisure activities. People can prevent from accidents when they know more ideas of disaster prevention literacy. The research was based on Quasi Experiment, 160 students were participated in the study, fifth and sixth grader students of Tucheng Elementary School are selected as research objectives. Implement pretest questionnaires before disaster-prevention teaching, and implement posttest questionnaires after disaster-prevention teaching and disaster experiential teaching.The purpose of this research is to understand the effect of implementing disaster prevention teaching and experiencing in the Fire Safety Museum in the fifth and sixth grade students in Tucheng Elementary School,explore the relationship between personal background variables and knowledge, attitude, skills of leisure disaster prevention, and to treat the correlation of disaster prevention knowledge, attitude, and skills, which are the three dimensions of disaster prevention literacy. Analyze the acquired data by statistics methods such as Descriptive Statics, T-test, Pearson Product-Moment Correlation and Multiple Regression Analysis. The results of this study were showed that: Students that receive the disaster prevention knowledge to “curriculums and teachers” the most, followed by “computer network”; in disaster experiences, the most is“earthquakes” and the second is “typhoons.” The gender of students, the whole pretest scores, and the scores after experiences have no significant differences. Genders have significant differences on posttest scores, and girls’ scores are better than boys’, but no significant differences in different graders. After disaster prevention teaching, leisure disaster prevention knowledge, attitude and skills are significantly positively correlated with each other. After students experience in The Fire Safety Museum, whole leisure disaster prevention knowledge and skills have whole leisure disaster prevention knowledge and skills have significant differences and obvious positive correlation. “Leisure disaster prevention knowledge” and ”leisure disaster prevention skill” have the most relevance, “leisure disaster prevention knowledge” and ”leisure disaster prevention attitude”, ”leisure disaster prevention skill” and ”leisure disaster prevention attitude” have no obvious positive correlation. After teaching and experiencing, students’ posttest scores are better than their pretest scores, and these findings reach a very significant level. The research shows disaster prevention educational curriculums and disaster prevention experiential education have obvious effects for increasing students’ disaster prevention literacy.