Knowledge and perceptions of students is the central topic of this scientific publication.
Abstract
The subject of quantitative research is an analysis of the factors influencing the knowledge and perceptions of first year students of the Academy of Criminalistics and Police studies about natural disasters. The authors used the survey method to identify and describe the factors that influence the knowledge and perceptions of students about natural disasters. Of the total number of first-year students of the Academy of Criminalistics and Police Studies, 360 of them were examined. The results show that respondents have a high level of knowledge of natural disasters and the best knowledge of safety procedures when handling droughts. The limitation of research relates to the fact that the research is based only on the first-year students of the Academy of Criminalistics and Police studies. Considering the evident lack of education on natural disasters in Serbia, the survey results can be used when creating the strategy of educational programs, which would contribute to improving the safety of youth culture. The research results can be used for the improvement of existing knowledge and preparedness for responding to natural disasters.
Conclusions
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 the community, assuming that they have acquired solid knowledge on natural disasters and the elimination of their consequences. Education about the risk of natural disasters can be represented through special programs or through implementation into the basic curriculum. Furthermore, such education can be realized through curricular and extra-curricular activities (such as 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 humans, on the one hand, to rule over nature, and on the other, to protect against hazards that may befall them and against their human “nature” itself. It is important to have the awareness that we “cannot escape” from danger; they can only be prevented, that is, consequences can be prevented by knowledge, awareness, and education to the 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, and justice, is the subject of the 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 of 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 to 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 to some of the natural disasters 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 to. 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).
How to cite
Reference – Cvetković, V., Ivanov, A., & Sadiyeh, A. (2015). Knowledge and perceptions of students of the Academy of criminalistic and police studies about natural disasters. International scientific conference “Archibald Reiss days”, Belgrade, Volume II, 181-195
