The role of knowledge in students’ flood-risk perception

Bosschaart, Adwin; Kuiper, Wilmad; Schee, J.A. van der; Schoonenboom, Judith

doi:10.1007/s11069-013-0774-z

Cited by 44 publications

(34 citation statements)

References 27 publications

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“…This conception is deeply embedded in society and Heems and Kothuis (2012) call this "the myth of dry feet." Previous studies (Bosschaart, Kuiper, & van der Schee, 2015;Bosschaart, Kuiper, van der Schee, & Schoonenboom, 2013;) showed that this myth also applies to Dutch students. Within this framework education and communication about this risk is a challenging task.…”

Section: Introductionmentioning

confidence: 65%

“…Students' perceptions and mental models with respect to flood risk in the Netherlands Previous studies (Bosschaart et al, 2015;Bosschaart et al, 2013;) made clear that although Dutch students know there is a flood-risk in the Netherlands in general, they hardly apply this to their own situation. Students' personal flood-risk perception is low and they hardly perceive fear when thinking about flood risk.…”

Section: Discussionmentioning

confidence: 99%

“…The process of redefining the situation leads to the identification of possible actions that could be taken and concludes with decisions about appropriate responses to the threat. (p. 46) Until now, risk communication as well as geography education with respect to flood risk paid attention to the Netherlands in general (Bosschaart et al, 2013). There are various reasons to adjust a floodrisk program on the regional situation.…”

Section: Introductionmentioning

confidence: 99%

“…Besides, previous studies have shown that students in the Netherlands are well aware of flood risk in the Netherlands in general. The optimistic bias is applicable to flood risk perception concerning their own surroundings (Bosschaart et al, 2013). Therefore, the program to be developed was adjusted to a particular location of schools in a flood-prone area in the Netherlands: West-Friesland, a region in the province of North-Holland.…”

Section: Introductionmentioning

confidence: 99%

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Designing a flood-risk education program in the Netherlands

Bosschaart

Schee

Kuiper³

2016

The Journal of Environmental Education

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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.

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Section: Introductionmentioning

confidence: 65%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Designing a flood-risk education program in the Netherlands

Bosschaart

Schee

Kuiper³

2016

The Journal of Environmental Education

Self Cite

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“…Although the geomorphological processes, pedological and hydro-climatic conditions leading to land degradation are known, people have difficulties in identifying the risk (potential losses) (Bird 2009;Cooke et al 2012;Bosschaart et al 2013). Unlike hydrological and meteo-climatic phenomena, which are easily identified (obvious with rapid effects), the geomorphological and soil processes are less perceived as dangerous because they occur more slowly and their effects are noticeable only after a long time (Slovic 1992;Pagneux, G ıslad ottir, and J onsd ottir 2011).…”

Section: Methodsmentioning

confidence: 99%

Land degradation a matter of attitude? A case study from southern Transylvania (Romania)

Costea

Tăușan

2016

Journal of Environmental Planning and Management

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A better public perception and knowledge on land degradation increases the individual and collective responsibility in land use and land management. Based on interviews, this paper presents results of evaluation of public perception and attitude towards degrading phenomena in the central part of Romania, an area prone to geomorphologic processes, with different land uses and a high proportion of degraded land. The research reveals natural causes, improper land use, categories of land owned, socio-economic causes and involvement of institutions as key aspects of public perception. Our research could be useful in the identification and design of measures in regional planning to attract population in prevention, mitigation and rehabilitation actions on degraded land.

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Disaster Risk Perception of University Students

Mızrak¹,

Aslan²

2020

Risk Hazard & Crisis Pub Pol

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Stakeholders responsible for disaster management need to understand students' disaster risk perception in order to increase community resilience. The aim of this study was to develop a scale to determine disaster risk perception of university students on campus and to investigate the disaster risk perception of the students of Gümüşhane University in Turkey. The data of the study were collected from 617 students and analyzed by means of SPSS and AMOS programs. Descriptive statistics, factor analysis, Mann–Whitney U test, Kruskal–Wallis H test, and structural equation model were applied. Consequently, a valid and reliable scale consisting of four factors (exposure, anxiety, effect, and uncontrollable) was obtained. According to the students, rockfall was most likely to occur on campus. Gender and type of school had a significant effect on disaster risk perception, while disaster experience, disaster education, disaster volunteer, and class level did not have a significant effect on disaster risk perception. Students with chronic illness had significantly higher perceptions of the uncontrollable. The structural equation model showed that exposure, effect, and uncontrollable were significant and positive predictors of anxiety.

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The role of knowledge in students’ flood-risk perception

Cited by 44 publications

References 27 publications

Designing a flood-risk education program in the Netherlands

Designing a flood-risk education program in the Netherlands

Land degradation a matter of attitude? A case study from southern Transylvania (Romania)

Disaster Risk Perception of University Students

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