Science Knowledge, World Views, and Information Sources in Social and Cultural Contexts: Making Sense After a Natural Disaster

This study examined childrenʹs views of the world after they personally experienced a natural disaster specifically, Hurricane Andrew in South Florida during the summer of 1992. The study addressed three issues: (a) childrenʹs knowledge of the hurricane; (b) childrenʹs views of the world, especially the causality of the hurricane; and (c) childrenʹs sources of information in social and cultural contexts. The study was conducted in the early spring of 1994. It involved 127 fourth and fifth grade students in two elementary schools located in areas that were particularly hard hit by the hurricane. The student sample was representative of various ethnic, socioeconomic, and gender backgrounds. Both quantitative and qualitative research methods were used for data collection and analysis. Results indicate significant differences as well as similarities in childrenʹs knowledge, world views, and information sources by ethnicity, socioeconomic status, and gender. Implications for promoting scientific literacy for all students, including socially and culturally diverse students, are discussed.