Improving Risk Education in Grades 6–12: A Needs Assessment of Michigan, Ohio, and Wisconsin Science Teachers

Zint, Michaela; Peyton, R. Ben

doi:10.1080/00958960109599137

Cited by 15 publications

(18 citation statements)

References 19 publications

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“…The study reported here was conducted in the context of environmental risk education because improvements in youths' human health, environmental health, and ecological risk decisions are needed (Wilson, 1990;Gregory, 1991;Briscoe, 1992;Riechard, 1993;Independent Commission on Environmental Education, 1997;Zint, 2001) and national science education standards [American Association for the Advancement of Science (AAAS), 1993; National Research Council (NRC), 1996] and programs (College Board, 2000) identify teaching about these risks as important to achieving scientific literacy. Descriptive results of science teachers' environmental risk education needs are reported in Zint and Peyton (2001). (Bagozzi, 1992).…”

Section: Purposementioning

confidence: 99%

“…The TPB was expected to predict science teachers' intention to incorporate environmental risk education better than the TRA because science teachers are likely to have limited volitional control over incorporating environmental risk education. This hypothesis was based on the many constraints that science teachers identified to incorporating environmental risk education (Zint & Peyton, 2001).…”

Section: Theory Of Planned Behavior (Tpb)mentioning

confidence: 99%

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Comparing three attitude‐behavior theories for predicting science teachers' intentions

Zint

2002

J Res Sci Teach

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Social psychologists' attitude-behavior theories can contribute to understanding science teachers' behaviors. Such understanding can, in turn, be used to improve professional development. This article describes leading attitude-behavior theories and summarizes results from past tests of these theories. A study predicting science teachers' intention to incorporate environmental risk education based on these theories is also reported. Data for that study were collected through a mail questionnaire (n ¼ 1336, r adjusted ¼ 80%) and analyzed using confirmatory factor and multiple regression analysis. All determinants of intention to act in the Theory of Reasoned Action and Theory of Planned Behavior and some determinants in the Theory of Trying predicted science teachers' environmental risk education intentions. Given the consistency of results across studies, the Theory of Planned Behavior augmented with past behavior is concluded to provide the best attitude-behavior model for predicting science teachers' intention to act. Thus, science teachers' attitude toward the behavior, perceived behavioral control, and subjective norm need to be enhanced to modify their behavior. Based on the Theory of Trying, improving their attitude toward the process and toward success, and expectations of success may also result in changes. Future research should focus on identifying determinants that can further enhance the ability of these theories to predict and explain science teachers' behaviors. ß

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Section: Purposementioning

confidence: 99%

Section: Theory Of Planned Behavior (Tpb)mentioning

confidence: 99%

Comparing three attitude‐behavior theories for predicting science teachers' intentions

Zint

2002

J Res Sci Teach

Self Cite

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“…Furthermore, other educational goals set forth by the American Association for the Advancement of Science in 1996 (Briscoe, 1992;Gregory, 1991;National Research Council, 1996;Riechard, 1994;Wilson, 1990;Zint & Peyton, 2001;Covitt et al, 2005, 4) include understanding that risk is part of everyday life, identifying the risks, costs, and benefits associated with environmental issues, understanding basic risk assessment, applying critical thinking skills to real-world choices and policies, and recognizing the role risk plays in developing environmental policy and personal decisions. Covitt et al (2005, 12) claim that exposure to the realities of risk must stimulate a transformation in the students' habits that contribute to environmental risk if education is to be effective.…”

Section: Introductionmentioning

confidence: 99%

Disaster Vulnerability Education: A New Focus on Disaster Education Across the Curriculum

Rivera¹,

Miller

2008

Journal of Applied Security Research

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Disaster risk in the global context is becoming more prevalent in political, economic, social, and academic discourses. With increasing media coverage over the past few years, natural disasters have been recognized as events containing a host of social, political, and psychological ramifications, which oftentimes highlight, at the local, regional, and national level, people's ability to deal with natural disasters. According to the United Nations and other international educational and accredited bodies, there is an increasing need to educate both current and future generations on the significance of disaster risks. Due to significant risks posed to society by the increasing number of environmental disasters, this work is important because it encourages an understanding of the risks posed by disasters and crisis as a part of educational strategies to raise civic awareness by building instruction into lower-level undergraduate education within the general education curriculum at institutions of higher learning.

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“…Environmental risk education has the potential to help create a citizenry with the knowledge, skills, and motivation to make informed decisions and to take part in public environmental risk management decisions. This view is supported by a number of articles (Briscoe, 1992;Gregory, 1991;Riechard, 1993;Wilson, 1990;Zint & Peyton, 2001) and presentations (e.g., at Society of Environmental Toxicology & Chemistry, and Society for Risk Analysis conferences), as well as environmental risk-focused supplemental instructional materials (see Table I). Although there is no lack of interest in educating youth about environmental risks, efforts toward education may not be proceeding in an informed, systematic, and coordinated manner.…”

Section: Zintmentioning

confidence: 97%

Advancing Environmental Risk Education

Zint¹

2001

Risk Analysis

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This article summarizes views on environmental risk education for youth and identifies some challenges to advancing environmental risk education. It is argued that education--in particular, formal (in-school, structured) education--can play an important role in helping to create an environmental risk-literate society. Recommendations focus on developing a framework of environmental risk education goals and objectives, evaluating environmental risk education efforts, and learning more about how to help youth make informed environmental risk decisions and to prepare them to participate in environmental risk management. It is hoped that this article will encourage greater involvement of risk professionals in environmental risk education efforts and related research.

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Improving Risk Education in Grades 6–12: A Needs Assessment of Michigan, Ohio, and Wisconsin Science Teachers

Cited by 15 publications

References 19 publications

Comparing three attitude‐behavior theories for predicting science teachers' intentions

Comparing three attitude‐behavior theories for predicting science teachers' intentions

Disaster Vulnerability Education: A New Focus on Disaster Education Across the Curriculum

Advancing Environmental Risk Education

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