Safety education for teacher training in university to improve the ability to respond to frequent accidents in science classes

MORISHIGE Hina, NOMURA Jun, KATO Tetsuya

doi:10.11376/jase.24.2_3

In science classes that include observation and experimental activities involving fire and chemicals, the inherent dangers require a higher level of safety maintenance than in regular classes. The required response to accidents is the same for both new and experienced teachers and must be taught during the teacher training stage at university before teachers enter the education field. Therefore, we conducted a class aimed at strengthening the ability of future teachers to respond to frequent accidents that occur in the classroom as a result of unforeseen errors; the training included emergency measures and communication. The first half of the class consisted of lectures on the dangers of chemicals, first aid methods, and the response steps after an accident. In the second half of the class, an accident response role-play exercise using action cards was conducted. The content of the class was evaluated using a questionnaire. The results of the questionnaire indicated that the students' knowledge of first aid, which had been insufficient, showed substantial improvement after the class. In addition, many students were interested in the role-play exercises in the class. This class likely served as a prompt for teachers to consider accidents that occur during science classes as personal issues. These results suggest that this class was expected to strengthen the students' ability to respond to accidents and improve their awareness of their own roles in the event of an accident.

Safety education for teacher training in university to improve the ability to respond to frequent accidents in science classes

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