Improving Risk Education in Grades 6–12: A Needs Assessment of Michigan, Ohio, and Wisconsin Science Teachers

Abstract

If formal educators are to play a role in preparing future citizens for making decisions about health and environmental risks, then they must be willing and able to incorporate risk education. This article presents 10 goals for risk education. It also describes current risk education practices, future interests, and perceived barriers to risk education of Michigan, Ohio, and Wisconsin Grades 6–12 science teachers. Data were collected through a mail questionnaire (1,336 surveys were returned, adjusted return rate = 80%) and in-depth telephone interviews (completed with 45 teachers, return rate = 90%). Many teachers had covered some aspect of risk education and were interested in enhancing their efforts. Results also suggest that teachers need to be made aware of risk education resources and provided with training, particularly regarding psychological influences on risk decisions.

Additional information

Notes on contributors

R. Ben Peyton

Michaela Zint is an assistant professor of environmental education and communication in the School of Natural Resources and Environment at the University of Michigan. R. Ben Peyton is a professor of human dimensions in the Department of Fisheries and Wildlife at Michigan State University.