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Graphical Abstract
Abstract
According to a 2012 United Nations report, many countries prioritize children’s learning about the genesis, prevention, and mitigation of natural disasters (CitationSelby and Kagawa 2012); the United States, however, falls behind with respect to disaster education (CitationFEMA 2010). The Next Generation Science Standards disciplinary core idea Natural Hazards (ESS3B) states, “Students who demonstrate understanding can evaluate or refine a technological solution that reduces impacts of human activities on natural systems” (NGSS Lead States 2013). But how many students demonstrate such understanding? Our work with Teen Science Cafés (TSCs) showed very low baseline knowledge (4.1 items correct out of 10) on a multiple-choice test tapping knowledge of humanitarian technology.
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Notes on contributors section
Jan Mokros ([email protected]) is senior research scientist at Science Education Solutions in Los Alamos, New Mexico.
Michelle Hall ([email protected]) is president of Science Education Solutions in Los Alamos, New Mexico.
Michael Mayhew ([email protected]) is senior research scientist at Science Education Solutions in Los Alamos, New Mexico.
Additional information
Notes on contributors
Jan Mokros
Jan Mokros ([email protected]) is senior research scientist at Science Education Solutions in Los Alamos, New Mexico.
Michelle Hall
Michelle Hall ([email protected]) is president of Science Education Solutions in Los Alamos, New Mexico.
Michael Mayhew
Michael Mayhew ([email protected]) is senior research scientist at Science Education Solutions in Los Alamos, New Mexico.