Experience
has shown that access to high-quality educational programs about natural
disasters is of crucial importance in protecting children and their families.
It was also noted that instead of considering children and women as the most
vulnerable categories (victims), they can be recognized as contributors to the
recovery of community assuming that they have acquired a solid knowledge on
natural disasters and elimination of their consequences. Education about risk
of natural disasters can be represented through special programs or through the
implementation into basic curriculum. Furthermore, such education can be
realized through curricular and extra-curricular activities (such as, for
example, various workshops, games, etc.). Although the education of young
people for the protection of life, health and the environment has its roots in
the family and pre-school education, the school is irreplaceable in achieving
this goal. The school is obliged to develop the knowledge, awareness and habits
that prevent dangers, in fact, in its basic function it has the task to enable
human, on the one hand, to rule over nature, and on the other, protection
against hazards that may befall them and against his human ,, nature“ itself. It is important
to have awareness that we ,, cannot escape" from danger, they can only be
prevented ,that is, consequences can be prevented by knowledge, awareness and education to
automatism of habits. In addition, education for active and passive protection
of self and others, physical integrity or natural properties and the
environment, while creating habits and feelings of responsibility, truthfulness,
humanity, justice, modesty is subject of educational influence of school
education. The main findings are: respondents showed a high level of knowledge
about natural disasters, however, the level is the highest in natural disasters
that are present in our region; the best knowledge on safety procedures is in
relation to droughts, because 98.6% of respondents indicate appropriate
treatment. The lowest level of knowledge of safety procedures is registered in
extreme temperatures and amounts 52.5%; of the total, 86.9% of respondents said
that they had someone at school who talked about natural disasters, as opposed
to 13.1% who responded negatively, 79.2% of respondents were introduced with
some of the natural disaster by a family member, while 20.8% were not; 60.6% of
respondents feel protected, 32.2.% are not sure and 6.9% do not feel protected
in the facilities of the Academy when it comes to natural disasters; 26.4% feel
the fear of natural disasters, 20.3% are not sure and 53.3% do not feel fear; 83.9%
of respondents would like to undergo training, 8.9% are not sure and 7.2% do
not want; the largest number of respondents gained information about natural
disasters through television 92.8%, and the smallest number through video-games 5.8%. The results
indicate that there is a statistically significant correlation between: the
father's education (p = 0,03≤0,05, phi = 0.30 - medium); mother's education (p
= 0,04≤0,05, phi = 0.10 - small); employment of parents (p = 0,05≤0,05, phi =
0.30 - medium) and knowledge about natural disasters. Also, there is a
statistically significant relationship between television and the perception of
knowledge about natural disasters (p = 0,05≤0,05, phi = 0.21 - medium);
Za citiranje koristiti: Cvetković, V., Ivanov, A., & Sadiyeh, A. (2015). Knowledge and perceptions of students of the Academy of criminalistic and police studies about natural disasters. Paper presented at the International scientific conference Archibald Reiss days, Belgrade.
