The
subject of quantitative research is to examine the connection between
demographic (gender, age) and environmental factors (family, school and media)
with knowledge and perceptions of students about natural disasters. Bearing in
mind the orientation of the research design on determination of character and
strength of relationships of demographic and environmental factors with the
knowledge and perceptions of students about natural disasters, research has
explicative goal. The authors use the method of interviewing high school
students to identify demographic and environmental factors associated with the
knowledge and perceptions of students about natural disasters. The study
included 3063 students of secondary schools in the city of Belgrade. Results
suggest the existence of links between gender, success achieved in school, and
education of parents with the knowledge of students about natural disasters.
The results also indicate that the education of students at school and within family
does not affect the knowledge, but affects their perception on natural
disasters. Bearing in mind the geographical space of Serbia, the study is based
only on the Belgrade region, so that the findings can be generalized only to
the population of students in this area. Research findings indicate potential
ways to influence students to raise level of knowledge about natural disasters to
a higher level. Given the evident lack of education about natural disasters in
Serbia, the study results can be used for policies of educational programs,
which would contribute to improving the safety of youth culture.
In
examining the connection between certain demographic and environmental factors
with knowledge of students on natural disasters, we came to the following
results: there is a correlation between gender of students and their knowledge
on natural disasters. Results showed that female students are better informed
about natural disasters. On the other hand, we found that gender has no
influence on the perception and familiarity with safety procedures for
responding to natural disasters. Therefore, special attention to raising
awareness should be directed towards male students; results showed no
relationship between age of students and their knowledge, perceptions and familiarity
with safety procedures for responding to natural disasters. Education about
natural disasters should include students of all ages, without special
attention to particular categories of age. Results indicate that education of
parents is related to knowledge, perception and familiarity with safety
procedures for responding to natural disasters. Especially noteworthy is equal correlation
of education of father and mother with the above dependent variables.
Significantly it is to conduct additional research to more clearly examine the
association of education level of parents and students' knowledge on natural
disasters. Bearing in mind the importance of education about natural disasters
at school and within family, we wanted to examine what kind of education is
more effective and produces better results. Regardless of our desire and the
expected differences, we get similar results, indicating that education in
school and family only affects the perception on natural disasters. The
question remains, whether the results are consequences of the lack of
participation of schools and families in development of security culture of
young people. Furthermore, the results indicate that achieved success in school
is associated with knowledge and familiarity with safety procedures for responding
to natural disasters. The excellent students are more informed and known better
the procedures for reacting in such situations. Whether it is a result of their
attitude towards personal development and desire to know better the world
around them, or it is something completely different, it remains to researchers
to investigate. Starting from the fact that education in school and family
about natural disasters only affects the perception, we wanted to examine
whether the media influence the knowledge on natural disasters. The results
showed that television and the Internet influence students' knowledge on
natural disasters. Therefore, this argument should be used in a better
conception of the role of television and the Internet to disseminate knowledge about
natural disasters.
Since
1997 until 1993, in our educational system there was the subject Defense and
protection in within which students, among other things, acquired this kind of
knowledge. Today, again occurs initiative of introducing the subject with
similar topics. However, it is necessary to do a detailed analysis of the
curricula for primary and secondary school and determine to what extent these
educational activities are incorporated into the curriculum. On that basis, it
is necessary to conclude whether it is only necessary to revise existing
curricula in order to amend the contents of natural disasters or it is needed
to introduce a new subject. Surely, it obliges us to continue to conduct
research on this topic and find strategies of affecting the students in order
to raise the level of their preparedness to respond to natural disasters. If we
talk about the functionality of knowledge and knowledge that will be of benefit
to students, then the curricula must include contents related to emergency
response, as well as knowledge related to familiarity with first aid, health care
and safety in the household. These are the topics that will be the focus of our
future researches.
Key words: natural disasters,
high schools, knowledge, perception, demographic factors, environmental
factors.
For citation: Cvetković, V., & Stanišić, J. (2015). Relationship between demographic and environmental factors with knowledge of secondary school students on natural disasters., SASA, . Journal of the Geographical Institute Jovan Cvijic, 65(3).
