Inquiry-based learning: A pedagogical tool to improving understanding of natural hazards

This article introduces the geo-inquiry pedagogical approach in disaster education. The effectiveness of disaster education is strongly influenced by the learning model used. The disaster education taught in the geography education programme still focuses on memorising concepts and facts.

The geo-inquiry consists of several stages: ask, collect, visualise, create and act. In the 'ask' phase, students develop a geo-inquiry question. In the 'collect' stage, students collect data to answer research questions. In the 'visualise' phase, students visualise by doing a flood risk assessment. Lastly, students create a disaster risk map and 'act', namely communicating findings and community adaptation strategies toward flood hazards.