Risk Response Competencies in Science Education: A Delphi Study of Experts.
Saved in:
| Title: | Risk Response Competencies in Science Education: A Delphi Study of Experts. |
|---|---|
| Authors: | Hong, Oksu1 (AUTHOR) oksu@kosac.re.kr, Chang, Jina2 (AUTHOR) jina.chang@nie.edu.sg, Kim, Jinhee3 (AUTHOR) wls800@cnue.ac.kr |
| Source: | Research in Science Education. Feb2026, Vol. 56 Issue 1, p41-84. 44p. |
| Subject Terms: | *Science education, *Educational objectives, *Educators, *Delphi method, Risk aversion, Scientific method, Professional competence |
| Abstract: | Given the uncertain and complex challenges faced by the younger generation, it is essential to equip them with the competencies necessary to respond to these risks effectively. This study aimed to identify the Risk Response Competencies (RR-Competencies) that should be incorporated into science education for K-12 students. Using a three-round Delphi method, we gathered insights from 27 Korean experts across five professional domains: Science Education Research, School Science Teaching, Science and Engineering, Science/Risk Communication, and Science Education Policies. The research led to the development of a comprehensive framework comprising nine RR-Competencies, categorised into three primary contexts: (1) awareness of risk through scientific knowledge and thinking, (2) assessment of risk through scientific inquiry based on data, and (3) action on risk management through scientific problem solving and decision-making with collaborative, participatory, and resilient approaches. Clarifying these competencies can contribute to providing clear pedagogical goals for risk response in science education. This framework enhances our understanding of risk in science education and provides practical guidance for educators to develop tailored teaching strategies to cultivate these competencies among students. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Given the uncertain and complex challenges faced by the younger generation, it is essential to equip them with the competencies necessary to respond to these risks effectively. This study aimed to identify the Risk Response Competencies (RR-Competencies) that should be incorporated into science education for K-12 students. Using a three-round Delphi method, we gathered insights from 27 Korean experts across five professional domains: Science Education Research, School Science Teaching, Science and Engineering, Science/Risk Communication, and Science Education Policies. The research led to the development of a comprehensive framework comprising nine RR-Competencies, categorised into three primary contexts: (1) awareness of risk through scientific knowledge and thinking, (2) assessment of risk through scientific inquiry based on data, and (3) action on risk management through scientific problem solving and decision-making with collaborative, participatory, and resilient approaches. Clarifying these competencies can contribute to providing clear pedagogical goals for risk response in science education. This framework enhances our understanding of risk in science education and provides practical guidance for educators to develop tailored teaching strategies to cultivate these competencies among students. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 0157244X |
| DOI: | 10.1007/s11165-025-10253-1 |
