Earticle

연구목적: 본 연구는 재가노인과 시설노인의 재난정보이해능력 수준 및 영향요인을 분석함으로써 정 책적, 실천적 개입 방향을 제시하는 것을 목표로 한다. 연구방법: 전국의 만 65세 이상의 재가노인 및 시 설노인을 대상으로 재난정보이해능력(E-DLS)척도를 포함한 설문조사를 실시하였다. 연구결과: 재가 노인은 학력, ADL 장애, 사회적지지 정도, 시설노인의 경우 월평균수입, 스마트폰사용여부, 사회적지 지 정도가 재난정보이해능력에 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 결론: 본 연구를 통해 노인의 재난정보이해능력 향상을 위한 다양한 방안을 제안하였다.

Purpose: This study aims to present policy and practical intervention directions by analyzing the level of disaster information understanding ability and influencing factors of the elderly at home and the elderly at facilities. Method: The survey was conducted on the elderly at home and the elderly at home over the age of 65 across the country, including the ability to understand disaster information scale (E-DLS). Results: This study found that the average monthly income, smart phone use, and social support for the elderly at home had a statistically significant impact on their ability to E-DLS. Conclusion: Through this study, various measures were proposed to improve the ability of the elderly to understand disaster information.

연구목적: 본 연구는 재가노인과 시설노인의 사회적관계 만족도 수준 및 영향요인을 분석함으로써 정 책적, 실천적 개입 방향을 제시하는 것을 목표로 한다. 연구방법: 만 65세 이상의 재가노인 및 시설노인 의 사회적관계 만족도에 재난정보이해능력 ‘지식’, ‘태도’, ‘기술’이 미친 영향을 규명하였다. 연구결과: 재가노인은 성별, 배우자유무, 연령, 주관적건강상태, ADL 수준이, 시설노인의 경우 월평균수입, 재난 정보이해능력 ‘기술’이 사회적관계 만족도에 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 결 론: 본 연구를 통해 재가노인과 시설노인의 사회적관계 만족도 향상을 위한 다양한 방안을 제안하였다.

Purpose: This study aims to suggest directions for policy and practical intervention by analyzing the level of satisfaction and influencing factors in social relationships of the elderly at home and the elderly at facilities. Method: The impact of disaster literacy on social relationship satisfaction of home-based seniors and institutionalized seniors over 65 years of age was investigated. Result: This study found that the gender, spouse status, age, self-reported health, and ADL level for the elderly at home, and average monthly income and disaster literacy skill had a statistically significant impact on their satisfaction with social relationships. Conclusion: Through this study, various methods were proposed to improve the satisfaction of social relationships of the elderly at home and the elderly at facilities.

본 연구는 이주민의 안전 및 공공 정보 접근권 보장을 위해 사계절 재난 유형별 안전안내문자를 활용한 형태소 중심의 한자어 교육 방안을 제안하는 데 목적이 있다. 이를 위해 안전안내문자에 빈출 되는 핵심 복합 한자어의 구조를 분석하고 ,‘맥락-분해-확장(C-D-E)’ 교수법에 기반한 총 2차시의 수업 구성안과 활동지 모델을 구체화하였다. 이러한 교수·학습 프로그램의 효과성을 검증하기 위해 사회통합프로그램(KIIP) 중급 학습자 45명을 대상으로 단일 집단 사전-사후 검사 설계를 적용하여 실증적 실험 수업을 진행하였다. 총 20문항으로 구성된 검사 도구를 통해 분석한 결과, 전체 평균 정답률이 사전 52.1%에서 사후 81.3%로 크게 향상되어 교육적 효과성을 확인하였다. 특히 유사 어휘 연결 문항의 정답률이 가장 큰 폭으로 상승하여(+31.7% p), 명시적으로 학습하지 않은 신출 어휘에 대해서도 구조적 의미 추론을 수행할 수 있는 인지적 전이 효과의 가능성을 확인하였다. 본고는 실제성 높은 공공 텍스트를 교육 자원으로 발굴하고, 이주민의 생활 밀착형 재난 문해력(Disaster Literacy) 향상을 위한 실천적 대안을 제시했다는 점에서 의의를 지닌다.

The purpose of this study is to propose a morpheme-centered Sino-Korean vocabulary education plan utilizing safety alert messages across four distinct seasons to guarantee immigrants' safety and public information access rights. To achieve this, core complex Sino-Korean words frequently appearing in safety alert messages were screened to analyze their internal lexical formation principles. Based on this structural analysis, a session-by-session instructional design and a learner-centered activity worksheet model were developed utilizing the Context-Deconstruction-Expansion (C-D-E) teaching method. The empirical effectiveness and field applicability of this model were verified through experimental classes conducted with 45 intermediate-level learners enrolled in the Korea Immigration Integration Program (KIIP). The quantitative results revealed that the overall average score of vocabulary comprehension significantly increased from 52.1% in the pre-test to 81.3% in the post-test. In particular, the highest improvement (+31.7 percentage points) was observed in the analogous vocabulary connection items. This indicated the possibility of a cognitive transfer effect, as learners were able to perform structural meaning inference even for newly encountered vocabulary that had not been explicitly taught during the instruction. this study holds academic and practical significance by demonstrating the potential of functional public texts as effective linguistic resources for Korean language education and suggesting an actionable pedagogical alternative to strengthen immigrants' disaster literacy.

Purpose: This study aims to reconceptualize outdoor leisure safety as a preventive public safety governance issue rather than a matter confined to individual caution, recreational participation, or post-accident response. It examines how risks arising from hiking, camping, trekking, cycling, fishing, water-related leisure, and marine leisure may become public safety concerns when they involve foreseeable hazards, insufficient risk information, delayed rescue access, or fragmented institutional responsibility. Research design, data and methodology: This study adopts a qualitative and design-oriented research approach grounded in legal-institutional analysis, conceptual clarification, and normative policy design. Instead of empirical measurement or statistical accident analysis, it develops a conceptual framework for outdoor leisure safety governance by examining the relationship among disaster risk communication, public safety literacy, preventive behavior, legal accountability, and feedback-based institutional improvement. Results: The analysis shows that outdoor leisure safety requires an integrated governance structure linking risk communication, public safety literacy, preventive action, legal accountability, and post-accident learning. It also demonstrates that fragmented approaches based solely on individual negligence, formal warnings, post-accident rescue, or sector-specific regulation are insufficient to prevent avoidable harm in outdoor leisure contexts. Conclusions: The study concludes that outdoor leisure safety should be understood as a convergent field of disaster risk prevention, citizen capacity-building, and legally accountable public safety governance. Public authorities and relevant private actors are not required to eliminate all risks inherent in outdoor leisure activities, but they should establish reasonable preventive measures where risks are foreseeable, serious, and institutionally manageable. The proposed framework supports a proportionate safety governance model that protects public well-being while preserving the autonomy and social value of outdoor leisure participation.

3.11 발생 이후, 위기에 빠진 일본인들을 격려, 위로하고자 하는 다양한 시도들이 행해졌고, 그런 시도의 하나로써 적극적으로 사용된 것 중 하나가 영국 출신 밴드 <비틀즈>였다. 일본의 비틀즈 사랑은 유별난 데가 있는데 그 면면을 거슬러 올라가보면 비틀즈가 일본을 방문했던 1966년도를 주목해 볼 수 있다. 비틀즈의 일본 방문은 경제대국이었던 일본의 위상을 확인하는 사건이었으며, 이후에도 비틀즈의 일본 방문은 일본의 경제호황과 태평성대를 추억하게 하는 상징적인 이벤트로서 자리매김하게 된다. 이러한 비틀즈와 비틀즈의 곡들이 갖는 상징성은 3.11 이후의 문학작품과도 무관하지 않다. 3.11 이후 발표된 후루카와 히데오(古川比出男), 다카하시 겐이치로(高橋源一郎) 등의 작품에서는 그러한 상징성들이 다양한 맥락에서 제시되고 있는 것을 볼 수 있다. 본 논문은 3.11 이후 일본인들의 심리적 부흥에 적극 이용된 비틀즈란 존재가 문학 작품에서는 어떤 식으로 드러나고 있는가, 또한 그것이 일본사회와의 콘텍스트적 측면에서는 어떻게 해석될 수 있는가를 살펴보고 있다.

After the 3.11 earthquake, various attempts were made to encourage and console the Japanese who were in great distress. One of these attempts was the use of the English band [The Beatles]. The Japanese love for the Beatles is rather unusual. The genesis of this eccentric love can be observed back to 1966, when the Beatles visited Japan. The Beatles’ visit to Japan was an event that affirmed Japan’s status as an economic power. This visit has become a symbolic event reminiscent of the time during which Japan was at peace and in an economic boom. The symbol of the Beatles and their songs is also relevant in Japan’s literary work after the 3.11 incident. In the work of Furukawa Hideo and Takahashi Genichiro, which were released after the 3.11 incidents, the symbol is used in various contexts. This article will look at how the Beatles are shown in literary work as a symbol of Japan’s psychological revival after the 3.11 earthquake. In addition, it will address how the relationship between these works can be interpreted in the context of Japanese society.

The purpose of this study is to establish the concept of disaster literacy and to lay the foundation for the formation of disaster literacy discourse by presenting constituent factors. And from the perspective defined in this way, I tried to critically review the text structure and language usage patterns of the regular briefing related to COVID-19 by the Central Disease Control Headquarters. Ultimately, this study attempted to find ways to improve the use of disaster language that fostered disaster literacy capabilities in public areas. This study first defined disaster literacy based on previous studies and clarified the factors constituting disaster literacy to prepare a literacy measurement tool. Through this, this study emphasized that in the case of disaster literacy, the stages of disaster development are diverse, and the contents of the required literacy should be changed according to the phase of the disaster. In this paper, disaster literacy was defined in this way in three dimensions, and based on that point of view, text analysis was conducted on 190 regular briefings related to COVID-19 by the Central Disease Control Headquarters. Through this, this study attempted to examine the structural aspects of the texts, examine the characteristics of the language used in each structure, and derive improvements.

본 연구는 자연 재난방송을 대상으로 재난 유형별 언어 사용 지침을 마련한 국립국어원(2019)의 일부로, 자연 재난방송 지침의 문식성 검토를 수행한 연구이다. 재난방송 문식성 검토를 위해서는 방송 언어와 관련하여 공공 문식성에 주목할 필요가 있으며, 이에 더하여 ‘재난’이라는 특수한 상황에 대한 이해를 위해 ‘문화적 문식성’ 개념에도 주목하였다. 이에 본고에서는 ‘공공 문식성’의 범주로 ‘규범성(표기⋅표현의 규범성), 정보 정확성, 용이성(표현⋅이해의 용이성)’을 제시하였고, ‘문화적 문식성’과 관련하여 ‘특수성(상황 맥락의 특수성)’을 제시하였다. 그리고 각각의 문식성 판단을 위한 세부 기준을 마련하여 국립국어원(2019)에서 제안한 재난방송 지침의 문식성 검토를 진행하였으며, 새로이 제시된 국립국어원(2019)에서의 지침이 ‘정보 정확성’으로 제시한 일부 기준을 제외하고는 재난방송 문식성을 충족하고 있음을 구체적으로 보이고자 하였다.

This study was part of a 2019 National Institute of Korean Language study that prepared language use guidelines by natural disaster type for broadcasting. research . In addition, this study included “cultural literacy” to better understand the “disaster” context. Through these discussions, “normativeness (of grammar and expression),” “accuracy of information,” and “ease of use (of expression and understanding)” were “public literacy” categories, and “specificity (of situation or context)” was a “cultural literacy” category. In addition, detailed standards were used for judging literacy. Finally, the literacy of the guidelines for disaster broadcasting proposed in 2019 by the National Institute of Korean Language was evaluated. The guidelines for disaster broadcasting matched the standards for literacy of disaster broadcasting, with the exception of some criteria in “information accuracy.”

본 연구는 국내 국립과학관의 재해·재난 전시물을 대상으로 전시 구성의 특징을 분석하고, 해저드리터러의 다섯가지 차원이 전시에 어떻게 반영되는지를 체계적으로 검토한 것이다. 이를 위해 세 곳의 국립 과학관의 전시물을 연출 방식, 재해·재난 유형, 패널 구성 요소를 중심으로 조사하고, 패널 전시는 텍스트 마이닝을 통해 주제어를 도출했다. 또한 해저드리터러시의 다섯 가지 차원(지식·이해, 사고·기능, 가치·태도, 심리·정서, 행동·실천)을 기준으로 전시물을 분석했다. 분석 결과, 세 과학관 모두 집단 텍스트와 서문 중심의 구성과 시각 자료 활용이 두드러졌으며, 재해·재난 유형은 기후 변화와 지진이 공통으로 높은 비중을 차지했다. TF-IDF 분석 결과, 세 과학관은 공통 주제에도 불구하고 SM1은 자연재해, SM2는 환경·기후 변화, SM3는 복합 기상재해를 각각 선택적으로 강조하는 차별적 전시 방향성을 보였다. 해저드리터러시 차원에서 지식·이해가 가장 높고 심리·정서와 행동·실천은 낮게 나타났으며, 복합 매체 전시는 단일 매체보다 다섯 가지 차원을 균형 있게 반영했다. K-medoids 군집 분석 결과, 전시물은 미흡형, 지식-사고-가치 기반형, 가치·태도 중심형, 지식 중심형, 균형형으로 분류되었다. 본 연구는 과학관 전시가 재해·재난 인식과 행동에 미치는 영향을 밝히고, 비형식 교육에서의 전시 기획 방향을 제안한다.

This study examines disaster and hazard-related exhibits in national science museums in Korea, with the aim of analyzing current exhibition structures and evaluating how the five domains of hazard literacy are reflected in exhibit design. Three national science museums were selected, and their exhibits were analyzed in terms of presentation methods (single vs multimodal media), types of disaster and hazards addressed, and panel composition elements. Panel texts were further analyzed through text mining to extract major thematic keywords, and all exhibits were assessed using a mixed-methods approach based on the five domains of hazard literacy: Knowledge and Understanding, Skills and Thinking, Values and Attitudes, Psychology and emotion, and Behavioral and practical engagement. The analysis revealed that exhibit panels across all three museums relied heavily on group texts and introductory explanations, supplemented by visual materials such as diagrams and photographs to conceptualize various hazards. TF-IDF analysis further showed that, despite shared themes, SM1 placed greater emphasis on natural hazards, SM2 on environmental and climate-change issues, and SM3 on complex meteorological disasters, revealing clear differences in exhibition focus across institutions. In the hazard literacy analysis, Knowledge and Understanding scored highest across institutions, whereas Psychological-Emotional and Behavioral and practical engagement domains were comparatively low. Multimodal exhibits reflected the five domains more evenly than single-media exhibits, which remained largely cognition-centered. K-medoids clustering classified the exhibits into five types: insufficient, knowledge-thinking-value based, value-attitude centered, knowledge centered, and balanced. This study demonstrates how science museum exhibits contribute to public understanding, attitudes, and potential behavioral responses toward disasters, and it offers practical implications for planning future exhibitions and developing hazard-education content within informal science learning environments.

본 연구는 해저드리터러시 개념틀을 적용하여 2024년까지 발표된 국내외 재해·재난 교육 관련 학술 논문 46편을 체계적으로 문헌 고찰했다. 분석 결과, 국내외 교육 프로그램 모두 지식·이해와 사고·기능 차원에 비해 심리·정서 및 행동·실천 차원의 반영 수준이 현저히 낮은 것으로 나타났다. 특히 국내 프로그램의 경우, 교육 대상이 초등학생(50%)에게 편중되어 학습의 연속성이 부족하고, 교육 내용이 미세먼지와 같은 기상 재해(35.7%)에 집중되어 있다는 구조적 한계가 확인되었다. 교수 방법 측면에서는 체험·훈련 및 탐구 프로젝트와 같은 능동적 학습 비중이 80%를 넘었으나, 국내의 경우 단순 행동 요령 습득에 머무는 경향이 있어 과학적 원리에 기반한 복합적 사고 함양에는 제한적이었다. 반면 국외 프로그램은 전 연령대에 걸쳐 비교적 균형 잡힌 대상 분포를 보였으며, 데이터 분석이나 시뮬레이션을 활용해 재난의 인과 관계를 탐구하는 등 사고·기능 차원을 강화하는 특징을 보였다. 본 연구는 이러한 분석을 바탕으로, 국내 재해·재난 교육이 지구과학 교육과 연계하여 다양한 재해 유형을 통합하고, 특히 취약점으로 드러난 심리·정서의 회복 탄력성 및 공동체 기반의 실천 역량을 강화할 수 있는 단기 교육 모듈과 체계적 교육 과정을 개발해야 함을 제언한다.

This study systematically reviewed 46 academic articles on hazard and disaster education published until 2024 by utilizing a Hazard Literacy framework to evaluate the structural characteristics and trends of domestic and international programs. Although active learning methods such as simulations, drills, and inquiry-based projects exceeded 80% in both groups, Specifically, domestic and international programs focus on 'Knowledge/Understanding' and 'Thinking/Skills', whereas the 'Psychology/Emotion' and 'Action/Practice' dimensions remain critically underdeveloped. A detailed comparison highlights the specific structural limitations in the South Korean context. Domestic education is heavily skewed toward elementary students (50%), resulting in a lack of educational continuity for secondary students and adults. Furthermore, the content was predominantly focused on weather-related hazards (35.7%), such as fine dust and typhoons, often prioritizing simple behavioral guidelines over a deep understanding of scientific mechanisms. In contrast, international programs exhibit a more balanced distribution across age groups and emphasize the integration of data-driven analysis and causal reasoning to foster systemic thinking. The inadequate attention to emotional resilience and psychological preparedness was identified across all analyzed programs, with domestic and international averages for the 'Psychology/ Emotion' dimension reaching 0.96 and 0.88 out of 5, respectively. This gap suggests that the current education system fails to effectively link scientific knowledge with practical recovery and emotional coping strategies for real-world disaster scenarios. Therefore, domestic hazard education must leverage the Earth Science curriculum to broaden the scope of hazards and deepen students' understanding of complex Earth systems to allow a resilient society to be built. Developing integrated short-term modules that incorporate psychological support and community-based action is essential for transitioning simple safety training procedures to comprehensive action-oriented hazard literacy systems.