Expert evaluation study demonstrates a three-stage risk-response instructional model for K-12 science education, highlighting structured frameworks for student risk assessment and management.
This study was aimed at developing and validating an instructional model to foster K-12 students’ risk-response competencies. Following a literature review and assessment from experts, a preliminary model was refined into an instructional model of risk-response science education. The model comprised three instructional stages: (1) scientific awareness of risk, (2) scientific assessment of risk, and (3) scientific actions for risk management. The first stage involves students understanding risk’s scientific and sociocultural aspects. The second stage involves analyzing data or predicting risk’s impacts through analytic and scientific inquiry. The third stage involves the development and application of management strategies to address risks. In addition, to support teachers in implementing risk-response science activities, four instructional design principles are proposed: fostering students’ understanding of the nature of risk, promoting critical reasoning through data analysis, providing opportunities for action and participation in risk response, and gradually expanding activities’ scope. Finally, educational implications are discussed.
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Chang et al. (2025) studied this question.
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