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Lack of access to science-based natural hazards information impedes the effectiveness of school-based disaster risk reduction education. To address this challenge, we have created ten geoscience video lessons that follow the paired teaching pedagogical approach. This method is used to supplement the standard school curriculum with video lessons ins...
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... selected three videos for classroom testing in the UK and Tajikistan. These videos included the first two earthquake science video lessons in the series (i.e., Earth's interior and Plate boundaries) and the last earthquake hazard and safety video (i.e., Non-190 structural hazards) (see Fig. 3). These videos were chosen since they required no previous knowledge of earthquakes, and cover the fundamental concepts related to earthquakes (i.e. Earth's interior, plate tectonics) and the most common cause of earthquakerelated injuries (i.e., non-structural hazards). Furthermore, these videos use a wide range of pedagogical ...
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In this study, we have created 10 geoscience video lessons that follow the paired-teaching pedagogical approach. This method is used to supplement the standard school curriculum with video lessons, instructed by geoscientists from around the world, coupled with activities carried out under the guidance of classroom teachers. The video lessons intro...
Citations
... -SDG 4 (quality education). Increasing access to education can reduce vulnerability to natural hazards by increasing understanding of Earth dynamics and environmental change and exploring steps to reduce risk (Mohadjer et al., 2020). ...
Reducing disaster risk is critical to securing the ambitions of the Sustainable Development Goals (SDGs), and natural hazard scientists make a key contribution to achieving this aim. Understanding Earth processes and dynamics underpins hazard analysis, which (alongside analysis of other disaster risk drivers) informs the actions required to manage and reduce disaster risk. Here we suggest how natural hazard research scientists can better contribute to the planning and development of sustainable and resilient communities through improved engagement in disaster risk reduction (DRR). Building on existing good practice, this perspective piece aims to provoke discussion in the natural hazard science community about how we can strengthen our engagement in DRR. We set out seven recommendations for enhancing the integration of natural hazard science into DRR: (i) characterise multi-hazard environments; (ii) prioritise effective, positive, long-term partnerships; (iii) understand and listen to your stakeholders; (iv) embed cultural understanding into natural hazard research; (v) ensure improved and equitable access to hazard information; (vi) champion people-centred DRR (leaving no one behind); and (vii) improve links between DRR and sustainable development. We then proceed to synthesise key actions that natural hazard scientists and research funders should consider taking to improve education, training, and research design and to strengthen institutional, financial, and policy actions. We suggest that these actions should help to strengthen the effective application of natural hazard science to reduce disaster risk. By recognising and taking steps to address the issues raised in these recommendations, we propose that the natural hazard science community can more effectively contribute to the inter-/transdisciplinary, integrated work required to improve DRR.
