Enhancing natural hazard literacy through simulation-based scientific investigations: a case of hurricanes

As global temperatures rise, the risks associated with natural hazards from extreme weather events such as hurricanes are increasing. Also known as typhoons or tropical cyclones in other regions, hurricanes are natural phenomena that bring strong winds, heavy precipitation, and storm surges, often causing devastating impacts on coastal communities around the world. In this paper, we define natural hazard literacy in the context of hurricanes, introduce the Hurricane Explorer simulation tool, and describe simulation-based investigation designs as part of the online Hurricane Module aimed at enhancing secondary school students’ hurricane literacy. The Hurricane Explorer enabled students to experiment with environmental factors influencing hurricane track and intensity as well as model storm tracks and intensities under varied conditions for forecasting potential impacts, reflecting on forecasting uncertainties, and considering mitigation strategies. Paired-samples t-tests comparing students’ pretest and posttest scores indicate significant improvements in hurricane hazard literacy after the Hurricane Module across all demographic groups, including gender (male vs. not-male), race (White vs. non-White), English proficiency (primary vs. secondary language), school level (middle vs. high school), and prior hurricane experience (yes vs. no). General linear modeling identified four significant predictors for students’ posttest score: pretest score, simulation engagement, school level, and the interaction between race and prior hurricane experience. Implications for these results are discussed.