這是一個3 ?期跨文化比較的混合式研究，第一?將進?質性資?蒐集、分析與??建構。以紮根??的概?性架構?檢視災害風險知覺的建構，包含：災害特質的知?；災害後果對個人影響的知?；?低災害後果之策?的知?，以及個人採用減災策?之能?的認知。此概?性架構包括社會脈絡的三個成分：學校、家庭和同儕團體。質性研究結果將用?解釋在兒童與青少?時期災害風險的社會認知建構。第二?將依第一?研究成果所研發的模式，使用研究者研發的對認知發展階段具敏感?，又具心?計?效?的相關設計，?檢視準實驗設計的田野實驗研究。在第三?，研究將檢視災防教育在同儕學習和協同學習策?的有效性。結合第一?與第二?的研究成果所提供的與?齡相關的資訊，用以設計一些具認知發展??的知?與同儕督導的能?之情境劇。用以比較個別學習及協同學習與同儕學習在提昇兒童災害預防知?的有效性。此研究期望能使負責災防教育的公部門和學校：(1) ??解認知發展與社會脈絡的改變，如何影響兒童用?麼議題與資訊，?建構他們對自然災害風險和災害預防的?解。 (2) 提供適用於各?齡層與各認知發展階段的風險溝通的架構與指導原則。 This is a three-year cross-cultural comparison project. The research will adopt a mixed methods approach. In the absence of any previous theoretical or empirical work exploring the socio-cognitive construction of hazard risk, the development of a theoretical model that is sensitive to the influences of developmental constraints and social context requires an initial period of qualitative investigation using inductive research methods (Year One). This qualitative component will adopt a Grounded Theory approach to data collection, analysis, and theory development. The Grounded Theory approach uses a systematic set of procedures to build a theory that is objective, grounded in data, and closely approximates the phenomenon it is intended to represent. The conceptual framework for this Grounded Theory investigation has been developed to enable a broad exploration of the construction of hazard risk perception and includes: knowledge of hazard characteristics (e.g. cause, frequency, magnitude); knowledge of the personal consequences associated hazard activity; knowledge of strategies that mitigate against these consequences; and perceptions of personal capacity to adopt these strategies. Importantly, built into each level of this conceptual framework will be the three elements of social context: the school, the family, and the peer group. The outcome of the qualitative research will be a theory explaining the socio-cognitive construction of hazard risk during childhood and adolescence. This model will then be tested statistically in a quasi experimental field experiment with a correlational design using psychometrically validated, contextually relevant, developmentally sensitive measurement instruments developed by the researcher (Year Two). In the Year Three, the research will examine the effectiveness of peer tutoring and collaborative learning strategies for disaster prevention education. This will include the development of scenarios that will provide the context for the progressive development of knowledge and competencies in tutors and incorporate the age-related information obtained from Years One and Two. This component of the study will compare the effectiveness of individual (or normal learning – e.g., what is normally done in schools or the community) learning versus collaborative learning and peer tutoring in enhancing children’s disaster prevention knowledge. The principle practical objective of this work is to provide civic agencies and schools with: 1.) a better understanding of how changes in cognitive development and social context influence what issues and information children use to construct their understanding of natural hazard risk and disaster prevention; and 2.) a framework and guidelines for the design and delivery of risk communication messages and strategies that are appropriate for children of different ages and thus different levels of cognitive and social sophistication.
