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Risk Perception and Response to Natural Hazards within Science Curriculum

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Title: Risk Perception and Response to Natural Hazards within Science Curriculum
Language: English
Authors: Ni Wayan Rai Utari Dewi (ORCID 0009-0004-0699-826X), Wonbin Jang (ORCID 0009-0005-6694-6389), Minchul Kim (ORCID 0000-0003-2911-7758)
Source: Journal of Baltic Science Education. 2025 24(2):239-254.
Availability: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Science Curriculum, Natural Disasters, Risk, Secondary School Science, National Curriculum, Comparative Analysis, Cross Cultural Studies, Foreign Countries, Geographic Regions, Alignment (Education), Global Approach
Geographic Terms: United Kingdom, Indonesia, South Korea, Singapore
ISSN: 1648-3898
2538-7138
Abstract: Natural hazards pose global risks making it essential to incorporate risk perception and response strategies into science curricula. This study analyzed the distribution of risk perception and response indicators for natural hazards--including earthquakes, tsunamis, typhoons, landslides, floods, droughts, volcanoes, wildfires, storms, and extreme temperatures (heat waves, cold waves)--in lower secondary science curricula: the Cambridge Lower Secondary Curriculum 2020 (UK), Indonesia Merdeka Curriculum 2022, South Korea Curriculum 2022, and Singapore Lower Secondary Express and Normal (Academic) Curriculum 2021. A descriptive qualitative content analysis was conducted by analyzing curriculum documents to evaluate risk perception and response indicators distribution. The findings show that the distribution of risk perception and response to natural hazards in specific science curricula does not align with the geographic characteristics of the respective regions. Furthermore, risk perception is given greater emphasis than response strategies, creating an imbalance in the lower secondary science curriculum. This study suggests the need to modify the explanation of risk perception and response to natural hazards in the science curriculum, which emphasizes a global approach that broadens understanding beyond local hazards to prepare individuals for risks they may encounter while moving, traveling, or living in other countries.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470932
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Risk Perception and Response to Natural Hazards within Science Curriculum
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  Data: <searchLink fieldCode="AR" term="%22Ni+Wayan+Rai+Utari+Dewi%22">Ni Wayan Rai Utari Dewi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-0699-826X">0009-0004-0699-826X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wonbin+Jang%22">Wonbin Jang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-6694-6389">0009-0005-6694-6389</externalLink>)<br /><searchLink fieldCode="AR" term="%22Minchul+Kim%22">Minchul Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2911-7758">0000-0003-2911-7758</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Baltic+Science+Education%22"><i>Journal of Baltic Science Education</i></searchLink>. 2025 24(2):239-254.
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  Data: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink><br /><searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink><br /><searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink>
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  Data: 1648-3898<br />2538-7138
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  Data: Natural hazards pose global risks making it essential to incorporate risk perception and response strategies into science curricula. This study analyzed the distribution of risk perception and response indicators for natural hazards--including earthquakes, tsunamis, typhoons, landslides, floods, droughts, volcanoes, wildfires, storms, and extreme temperatures (heat waves, cold waves)--in lower secondary science curricula: the Cambridge Lower Secondary Curriculum 2020 (UK), Indonesia Merdeka Curriculum 2022, South Korea Curriculum 2022, and Singapore Lower Secondary Express and Normal (Academic) Curriculum 2021. A descriptive qualitative content analysis was conducted by analyzing curriculum documents to evaluate risk perception and response indicators distribution. The findings show that the distribution of risk perception and response to natural hazards in specific science curricula does not align with the geographic characteristics of the respective regions. Furthermore, risk perception is given greater emphasis than response strategies, creating an imbalance in the lower secondary science curriculum. This study suggests the need to modify the explanation of risk perception and response to natural hazards in the science curriculum, which emphasizes a global approach that broadens understanding beyond local hazards to prepare individuals for risks they may encounter while moving, traveling, or living in other countries.
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  Data: 2025
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  Data: EJ1470932
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 239
    Subjects:
      – SubjectFull: Science Curriculum
        Type: general
      – SubjectFull: Natural Disasters
        Type: general
      – SubjectFull: Risk
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: National Curriculum
        Type: general
      – SubjectFull: Comparative Analysis
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      – SubjectFull: Cross Cultural Studies
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Geographic Regions
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      – SubjectFull: Alignment (Education)
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      – SubjectFull: Global Approach
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      – SubjectFull: United Kingdom
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      – SubjectFull: Indonesia
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      – SubjectFull: South Korea
        Type: general
      – SubjectFull: Singapore
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    Titles:
      – TitleFull: Risk Perception and Response to Natural Hazards within Science Curriculum
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            NameFull: Wonbin Jang
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            NameFull: Minchul Kim
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