[in Japanese]

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[in Japanese]

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[in Japanese]

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The purpose of the current study is to assess the annual trends of accident incidence rate in school and to analyze the factors that explain such trends. The target for analysis was the dataset of the annual report on the Injury and Accident Mutual Aid Benefit System published by the Japan Sport Council. The accident incidence rate of each elementary school activity was calculated using the annual total number of pupils reported by the Ministry of Education, Culture, Sports, Science and Technology. From the results of Cochran-Armitage trend test, many activities showed a trend of decreasing. The five highest decreasing rates were in “camp school”, “seaside school”, “period of integrated study”, “swimming”, and “self-reliance activity”. Remarkably, the activity in most rapidly increasing trend was “moral education”, which were 19.47 times higher than nine years ago. Regard with moral education, accident incidence rates by place, by school grade, and by injury or illness categories were calculated in particular. As the result, the incidence in “lower school grades”, “classrooms”, and “bruises /contusions” showed a comparatively high increase. It is considered that recent trends for qualitative change in moral education may be causing the rapidly increasing trend.

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In Iwate Prefecture, as part of "Iwate's reconstruction education," junior high schools also offer disaster prevention education classes for three years using the time for integrated study. The authors have been working together as experts and teachers on disaster prevention education classes at Kamaishi Junior High School for four years from 2017. In this activity, with the aim of shifting from the conventional form of disaster prevention education that relies heavily on specialists to a form led by teachers, we prepared and managed classes while being aware of the division of roles and efforts of specialists and teachers. After accumulating disaster prevention education contents for three years, in the fourth year, we examined disaster prevention learning that can be taught by school teachers, and asked the class teachers to take charge of disaster prevention education classes. In addition, as the ongoing efforts were made, the teachers began to refer to the knowledge of experts specializing in regional disaster prevention. Then, teachers came to propose disaster prevention education efforts in collaboration with local organizations such as neighborhood associations and residents' associations. In other words, there was a movement from school disaster prevention to regional disaster prevention through cooperation between schools and the community.

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Current study focused on changes in an image of disaster prevention activities using a disaster prevention dance material. A total of 147 university students participated in an experiment. They were divided into two groups and learned a disaster prevention dance in respective ways: an online learning group that learned a disaster prevention dance material only in online, and a face-to-face learning group that learned it in online first and then learned it in a classroom with others. The participants' image of disaster prevention activities was assessed before and after learning a disaster prevention dance. Result showed that a disaster prevention dances evoked feelings of "fun" and "easy to engage in," and that it changed participants' image of disaster prevention activities in a positive way. Combination of online learning and learning with others in a classroom enhanced more positive change.

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