Evaluation of Secondary School Students' Knowledge, Skills and Behaviour Proficiencies Based on Natural Disaster Scenarios

Year 2022, Volume: 3 Issue: 1, 1 - 19, 27.06.2022

İbrahim Ethem Gürbüz , Vedat Karadeniz , Songül Atacan Caniş

https://doi.org/10.52114/apjhad.1032145

Abstract

In the globalizing world, the students' proficiency to convey the knowledge, skills, and behaviour they have acquired in-school education process to their social lives has a vital importance. Because; as well as accessing information, having developed skill for using the information and solving problem is one of the essential factors in the realization of the purpose of raising effective individuals too. In this context, the aim is to evaluate the proficiency of the students’ knowledge, skill, and behaviour based on natural disaster scenarios in the framework of the case study. The sample consists of 6th and 7th grade students selected by the convenience sampling method. The total number of students is 32. The data was collected with five open-ended questions through online applications. Also, descriptive analysis was used in a holistic manner. Theoretically, it was determined that the great majority of the students had sufficient knowledge, skill, and behaviour to deal with possible disasters and the ability to distinguish cases from each other. However, they had difficulties in interpreting the events by establishing a cause-effect relationship and basing the occurrence of disasters on a scientific basis. According to results; with the addition of scenario-based practical applications to the course process, the students can analyse events with a more realistic perspective by establishing cause-effect relationships between events. In addition, it’s recommended that not only disaster definitions should be presented in textbooks but also various case study scenarios should be added to them.

Keywords

Case study, disaster awareness, online data collection, proficiency, scenario-based questions.

References

• [1] M. E. Sonmez, A. Coban, F. Aylar, I. O. Akdemir, E. Durmus, H. Karagel, O. Yazici, Y. Atayeter, H. Gunek, S. Cetinkaya, S. Kaya & Y. Ozdemir. “Turkiye’de dogal afetler [Natural disasters in Turkey],” in Turkiye’nin fiziki cografyasi [Turkey's physical geography], 12th ed. H. Akengin, & I. Dolek, Eds. Ankara: Pegem Akademi, 2016, pp. 327-379.
• [2] J. Hidalgo & A. A. Baez. (2019). “Natural disasters”. Critical Care Clinics, 35(4), pp. 591-607. Available: https://doi.org/10.1016/j.ccc.2019.05.001
• [3] World Health Organization. (2021). “Environmental health in emergencies: Natural events”. Available: https://www.who.int
• [4] United Nations. (2021). “Natural disasters occurring three times more often than 50 years ago: New FAO report”. Available: https://news.un.org/en/story/2021/03/1087702
• [5] P. Abbott. Natural disasters (11th ed.). USA: McGraw-Hill Education, 2020.
• [6] A. H. Davis, J. Manning, S. Hayes & C. Pigg. (2020). “Implementing disaster simulations for baccalaureate nursing students in the gulf-coast region”. Clinical Simulation in Nursing, 43, pp. 26-34. Available: https://doi.org/10.1016/j.ecns.2020.02.004
• [7] C. Yildirim & B. Can (2016, September 28-30). “Argumantasyon destekli senaryo uygulamalarinin yedinci sinif ogrencilerinin sorgulayici ogrenme beceri algilarina etkisi [The effect of argumentation supported scenario applications on 7th grade students' perceptions of inquisitive learning skills] [Paper presentation]”. 12th National Science and Mathematics Education Congress, Technical University of Trabzon, Turkey.
• [8] B. Aksoy. (2003). “Problem cozme yonteminin cevre egitiminde uygulanmasi [Problem solving method and applications to environmental education]”. Pamukkale Universitesi Egitim Fakultesi Dergisi [Pamukkale University Journal of Education], 2(14), pp. 83-98. Available: https://dergipark.org.tr/tr/pub/pauefd/issue/11129/133094
• [9] E. Dogan & H. Koc. (2017). “Sosyal bilgiler dersinde deprem konusunun dijital oyunla ogretiminin akademik basariya etkisi [The impact of instruction through digital games on students’ academic achievement in teaching earthquakes in a social science class]”. International Journal of Turkish Education Sciences, 8, pp. 90-100. Available: https://dergipark.org.tr/en/pub/goputeb/issue/34591/382010
• [10] B. A. Boyce, V. King & B. Harris. (1993, March 24-28). “The case study method for pedagogists [Paper presentation].” The Annual Meeting of the American Alliance for Health, Physical Education, Recreation and Dance, Washington, DC, United States.
• [11] C. Angeli. (2004). “The effects of case-based learning on early childhood pre-service teachers' beliefs about the pedagogical uses of ICT”. Journal of Educational Media, 29(2), pp. 141. Available: https://doi.org/10.1080/1358165042000253302
• [12] I. Choi & K. Lee. (2009). “Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: Classroom management problems for prospective teachers”. Education Tech Research and Development, 57(99), pp. 103-104. Available: https://doi.org/10.1007/s11423-008-9089-2
• [13] B. F. Gallego, M. Lama, J. C. Vidal & M. Mucientes. (2013). “Learning analytics framework for educational virtual worlds”. Procedia Computer Science, 25, pp. 443-447. Available: https://doi.org/10.1016/j.procs.2013.11.056
• [14] B. B. Levin. (1995). “Using the case method in teacher education: The role of discussion and experience in teachers' thinking about cases”. Teaching and Teacher Education, 11, pp. 63-79. Available: https://doi.org/10.1016/0742-051X(94)00013-V
• [15] A. Lazzeri. (2020, December 26). “Hero girl: If I hadn’t spotted that the sea was fizzing then my parents, sister and me would all be dead”. The Sun. Available: https://www.thesun.co.uk/news/635504/if-i-hadnt-spotted-that-the-sea-was-fizzing-then-my-parents-sister-and-me-would-all-be-dead/
• [16] G. Thomas. (2021). How to do your case study (3rd ed.). USA: Sage Publications.
• [17] J. R. Fraenkel, N. E. Wallen & H. H. Hyun. (2012). How to design & evaluate research in education (8th ed.). USA: McGraw Hill.
• [18] L. B. Christensen, R. B. Johnson & L. A. Turner. (2014). Research methods, design, and analysis (12th ed.). UK: Pearson.
• [19] V. Sonmez & F. G. Alacapinar. (2018). Orneklendirilmis bilimsel arastirma yontemleri [Sampled scientific research methods]. Ankara: Ani Yayincilik.
• [20] A. Baltaci. (2017). Nitel veri analizinde Miles-Huberman modeli [Miles-Huberman model in qualitative data analysis], The Journal of Ahi Evran University Social Sciences Institute, 3(1), 3-4.
• [21] Disaster and Emergency Management Presidency. (2020). Earthquake. https://en.afad.gov.tr/
• [22] Karakas, G. (2020, October 19). Canta degil, yasam ucgeni kurtarir [Not the bag, but the triangle of life saves]. Milliyet Gazetesi [Milliyet Newspaper]. https://www.milliyet.com.tr/gundem/canta-degil-yasam-ucgeni-kurtarir-6049275
• [23] Centers for Disease Control and Prevention. (2021). Natural disasters and severe weather: Stay safe during an earthquake. https://www.cdc.gov/disasters/earthquakes/during.html
• [24] Sahin, C., & Sipahioglu, S. (2002). Dogal afetler ve Turkiye [Natural disasters and Turkey]. Gunduz Yayincilik.
• [25] National Aeronautics and Space Administration. (2021). Earthquakes strike Turkey, Indonesia. https://earthobservatory.nasa.gov
• [26] Peitzsch, E., Hendrikx, J., Stahle, D., Pederson, G., Birkeland, K., & Fagre, D. (2021). A regional spatio-temporal analysis of large magnitude snow avalanches using tree rings. Natural Hazards and Earth System Sciences, 21, 533-557. https://doi.org/10.5194/nhess-21-533-2021
• [27] Gultekin, M. L. (2016, January 08). Ucaklar cig felaketine yol acabilir [Planes may lead to an avalanche disaster]. Hurriyet Gazetesi [Hurriyet Newspaper]. https://www.hurriyet.com.tr/gundem/ucaklar-cig-felaketine-yol-acabilir-40037539
• [28] Ozmen, M. T. (2015). Sel-taskin Turkiye ve Antalya: Turkiye’de buyuk hasar yapan sel ve taskinlar [Flood-overflowing Turkey and Antalya: Floods and overflowing that cause great damages in Turkey]. https://antalya.imo.org.tr
• [29] Cvetković, V. M., Dragićević, S., Petrović, M., Mijalković, S., Jakovljević, V., & Gačić, J. (2015). Knowledge and perception of secondary school students in Belgrade about earthquakes as natural disasters. Polish Journal of Environmental Studies, 24(4), 1553-1561. https://doi.org/10.15244/pjoes/39702
• [30] King, T., & Tarrant, R. A. C. (2013). “Children’s knowledge, cognitions and emotions surrounding natural disasters: An investigation of year 5 students”. Australasian Journal of Disaster and Trauma Studies, 1, pp. 1-10.
• [31] Pinar, A. (2017). “What is secondary school students’ awareness on disasters? A case study”. Review of International Geographical Education Online, 7(3), pp. 315-331.