Designing a Flood-Risk Education Program in the Netherlands

Autor/inn/en	Bosschaart, Adwin; van der Schee, Joop; Kuiper, Wilmad
Titel	Designing a Flood-Risk Education Program in the Netherlands
Quelle	In: Journal of Environmental Education, 47 (2016) 4, S.271-286 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2015.1130013
Schlagwörter	Natural Disasters; Emergency Programs; Foreign Countries; Adolescents; Fear; Coping; Student Participation; Educational Games; Simulation; Risk Management; Program Effectiveness; Cognitive Processes; Communication Strategies; Assignments; Secondary School Students; Teaching Methods; Netherlands + Suchen Sie Ihr Suchwort? Natural disaster; Naturkatastrophe; Hilfsprogramm; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Furcht; Bewältigung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Educational game; Lernspiel; Simulation program; Simulationsprogramm; Risikomanagement; Cognitive process; Kognitiver Prozess; Kommunikationsstrategie; Assignment; Auftrag; Zuweisung; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Niederlande
Abstract	This study focused on designing a flood-risk education program to enhance 15-year-old students' flood-risk perception. In the flood-risk education program, learning processes were modeled in such a way that the arousal of moderate levels of fear should prompt experiential and analytical information processing. In this way, understanding of flood risk in the surroundings should prompt students' threat and coping appraisal. To accomplish this, the program consisted of a variety of student-directed parts, such as serious games and flood simulations. The design of the program was based on theoretical understandings from learning theory, information processing, and risk communication. Furthermore, empirical findings about students' risk perceptions were incorporated. The design process was guided by the principles of Educational Design Research and had an iterative character. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01