Deep Understanding of Natural Hazards Based on the Sendai Framework for Disaster Risk Reduction in a Higher Education Geography Module in Singapore

Autor/inn/en	Gouramanis, Chris; MoralesRamirez, Carlos Alberto
Titel	Deep Understanding of Natural Hazards Based on the Sendai Framework for Disaster Risk Reduction in a Higher Education Geography Module in Singapore
Quelle	In: International Research in Geographical and Environmental Education, 30 (2021) 1, S.4-23 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2020.1751391
Schlagwörter	Foreign Countries; Natural Disasters; Risk Management; Undergraduate Students; Intervention; Coping; Information Dissemination; Geography Instruction; Problem Solving; Knowledge Level; Risk Assessment; Student Attitudes; Grades (Scholastic); Singapore; Asia + Suchen Sie Ihr Suchwort? Ausland; Natural disaster; Naturkatastrophe; Risikomanagement; Bewältigung; Informationsverbreitung; Geography education; Geography lessons; Geografieunterricht; Problemlösen; Wissensbasis; Risikoabschätzung; Schülerverhalten; Notenspiegel; Singapur; Asien
Abstract	The Sendai Framework for Disaster Risk Reduction develops and implements strategies to reduce disaster risks and can be used as a pedagogical tool to improve knowledge of natural hazards. From an early age, individuals can contribute positively to natural hazard mitigation and this is supported by research conducted in schools in countries like Thailand, Vietnam and Indonesia. Our research aims to explore undergraduate university student engagement and learning of natural hazards through real-world data analysis, risk assessment, developing adaptation and mitigation strategies and effective stakeholder communication in a region, while building students' knowledge about the various hazards affecting an area. Throughout a series of tutorials and assignments, students were asked to explain a specified hazard, identify existing risks, explore adaptation and mitigation strategies and develop a stakeholder communication tool. Overall, students performed well in each individual assignment, getting marks between 14-18 out of 20. Assignment 4, in which students had to create a communication tool to report their findings to a stakeholder, such as a governmental agency, was the one where students received the highest marks. Students' feedback at the end of the assignments was positive; most of them felt engaged and that the series of assignments enhanced their critical thinking skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01