Abstract
To comply with the need to spread the culture of earthquake disaster reduction, we rely on strategies that involve education. Risk education is a long-term process that passes from knowledge, through understanding, to choices and actions thrusting preparedness and prevention, over recovery. We set up strategies for prevention that encompass child and adult education, as a bottom-up approach, from raising awareness to reducing potential effects of disruption of society. Analysis of compulsory school education in three European countries at high seismic risk, namely Portugal, Iceland and Italy, reveals that generally there are a few State-backed plans. The crucial aspects of risk education concerning natural hazards are starting age, incompleteness of textbooks, and lack of in-depth studies of the pupils upon completion of their compulsory education cycle. Hands-on tools, immersive environments, and learn-by-playing approaches are the most effective ways to raise interest in children, to provide memory imprint as a message towards a culture of safety. A video game, Treme–treme, was prepared to motivate, educate, train and communicate earthquake risk to players/pupils. The game focuses on do’s and don’ts for earthquake shaking, and allows children to think about what might be useful in the case of evacuation. Education of the general public was addressed using audio-visual products strongly linked to the social, historical and cultural background of each country. Five videos tackled rising of awareness of seismic hazards in Lisbon, the area surrounding Reykjavik, Naples, and Catania, four urban areas prone to earthquake disasters.
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Acknowledgments
This study was co-financed by the EU—Civil Protection Financial Instrument (Urban disaster Prevention Strategies using MAcroseismic Fields and FAult Sources -UPStrat-MAFA, Grant Agreement N. 23031/2011/613486/SUB/A5). The Treme–Treme game was made possible through the combined efforts of many people, and in particular, thanks go to Pedro Barreto, Hugo O’Neill, Rui Prada and Pedro A. Santos. The authors wish to acknowledge the schools where the Treme–Treme game was tested, for their contributions to the work described here: Escola Básica com Jardim de Infância de Setúbal and Colégio Amor de Deus (Cascais).
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Musacchio, G., Falsaperla, S., Bernhardsdóttir, A.E. et al. Education: Can a bottom-up strategy help for earthquake disaster prevention?. Bull Earthquake Eng 14, 2069–2086 (2016). https://doi.org/10.1007/s10518-015-9779-1
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DOI: https://doi.org/10.1007/s10518-015-9779-1