Risk Response Competencies in Science Education: A Delphi Study of Experts

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Research in Science Education Pub Date : 2025-04-28 DOI:10.1007/s11165-025-10253-1

Oksu Hong, Jina Chang, Jinhee Kim

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Abstract

Given the uncertain and complex challenges faced by the younger generation, it is essential to equip them with the competencies necessary to respond to these risks effectively. This study aimed to identify the Risk Response Competencies (RR-Competencies) that should be incorporated into science education for K-12 students. Using a three-round Delphi method, we gathered insights from 27 Korean experts across five professional domains: Science Education Research, School Science Teaching, Science and Engineering, Science/Risk Communication, and Science Education Policies. The research led to the development of a comprehensive framework comprising nine RR-Competencies, categorised into three primary contexts: (1) awareness of risk through scientific knowledge and thinking, (2) assessment of risk through scientific inquiry based on data, and (3) action on risk management through scientific problem solving and decision-making with collaborative, participatory, and resilient approaches. Clarifying these competencies can contribute to providing clear pedagogical goals for risk response in science education. This framework enhances our understanding of risk in science education and provides practical guidance for educators to develop tailored teaching strategies to cultivate these competencies among students.

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科学教育中的风险应对能力：专家的德尔菲研究

鉴于年轻一代面临的不确定和复杂的挑战，必须使他们具备有效应对这些风险所需的能力。本研究的目的是确定风险应对能力（rr - competency）应纳入K-12学生的科学教育。采用三轮德尔菲法，我们收集了来自科学教育研究、学校科学教学、科学与工程、科学/风险沟通和科学教育政策五个专业领域的27位韩国专家的见解。该研究促成了一个包含九项风险风险能力的综合框架的发展，并将其分为三种主要背景：(1)通过科学知识和思维来认识风险；(2)通过基于数据的科学探究来评估风险；(3)通过协作、参与和弹性方法来科学解决问题和决策来采取风险管理行动。澄清这些能力有助于为科学教育中的风险应对提供明确的教学目标。这一框架增强了我们对科学教育中风险的理解，并为教育工作者制定量身定制的教学策略以培养学生的这些能力提供了实践指导。

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.