Relationship between demographic and environmental is the central topic of this scientific publication.
Abstract
The subject of quantitative research is to examine the connection between demographic (gender, age) and environmental factors (family, school and media) and knowledge and perceptions of students about natural disasters. Bearing in mind the orientation of the research design on the determination of character and strength of relationships of demographic and environmental factors with the knowledge and perceptions of students about natural disasters, research has an 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 3,063 students of secondary schools in the city of Belgrade. Results suggest the existence of links between gender, success achieved in school education of parents and the knowledge of students about natural disasters. The results also indicate that the education of students at school and within the family does not affect their knowledge, but affects their perception of natural disasters. Bearing in mind the geographical space of Serbia, the study is based only on the Belgrade region, so the findings can be generalized only to the population of students in this area. Research findings indicate potential ways to influence students to raise their 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.
Conclusions
In examining the connection between certain demographic and environmental factors and knowledge of students on natural disasters, we obtained the following results: there is a correlation between the gender of students and their knowledge of 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 the 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 the education of parents is related to knowledge, perception, and familiarity with safety procedures for responding to natural disasters. Especially noteworthy is the equal correlation of education of father and mother with the above dependent variables. It is significant to conduct additional research to more clearly examine the association of the education level of parents and students’ knowledge of natural disasters. Bearing in mind the importance of education about natural disasters at school and within the 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 of natural disasters. The question remains, whether the results are consequences of the lack of participation of schools and families in the development of a security culture among 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 know 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 influences the knowledge of natural disasters. The results showed that television and the Internet influence students’ knowledge of 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.
From 1975 until 1993, in our educational system, there was the subject Defense and Protection within which students, among other things, acquired this kind of knowledge. Today, there is again an initiative to introduce 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 if it is needed to introduce a new subject. Surely, it obliges us to continue to conduct research on this topic and find strategies to affect 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 curriculum 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 research.
How to cite
Reference – Cvetković, V., & Stanišić, J. (2015). Relationship between demographic and environmental factors with knowledge of secondary school students on natural disasters. Journal of the Geographical Institute Jovan Cvijic, 65(3), 323-340.
