Deprem Eğitiminin Dünyadaki Yeri ve Önemi

Year 2023, , 246 - 261, 29.12.2023

Burak Can Korkmaz

https://doi.org/10.58650/educatione.1330891

Cited By: 1

Abstract

Deprem eğitimi, öğrencilerin depremle ilgili farkındalık oluşturması ve bu konuda bilgilerini geliştirmesi açısından önemlidir. Literatüre bakıldığında yüksek farkındalık ve bilgi düzeyine sahip kişilerin depremlerin yıkıcı etkileriyle etkili bir şekilde başa çıkabildiği bulunmuştur. Bu noktada, okullarda uygulanan tatbikat ve teorik dersler gibi geleneksel eğitim yöntemleri yetersiz kalsa da sanal gerçeklik teknolojisi gibi yenilikçi yöntemler daha umut vericidir. Fakat, ideal deprem eğitimi konusunda bir fikir birliğine varılamamıştır. Dünya genelinde deprem eğitimi büyük ölçüde farklılık göstermektedir. Bazı ülkeler deprem bölgesinde olmasına rağmen okullarda deprem eğitimi verilmemektedir. Öte yandan, bazı ülkeler ise deprem eğitimini okul müfredatına dahil etmiştir. Literatürde Meksika ve İsrail gibi bazı ülkelerde verilen deprem eğitiminin yetersiz olduğu görülmektedir. Okullarda her ne kadar deprem eğitimi verilse de çocukların bilgi seviyesi düşük kalmaktadır. Deprem eğitimini uygulayan farklı ülkeleri incelemek ideal bir deprem eğitimi oluşturmak açısından faydalı olacaktır. Sonuç olarak, bu derleme farklı ülkelerde uygulanan deprem eğitimini incelemeyi amaçlamaktadır.

Keywords

Deprem, Eğitim, Afet

The Position and Importance of Earthquake Education in the World

Abstract

Earthquake education is significant for students to raise awareness and improve knowledge related to earthquakes. Literature on earthquakes emphasizes that people with high awareness and increased knowledge can effectively cope with the devastating effects. At this point, traditional teaching methods, such as drills and theoretical lessons, are inadequate, but innovative methods like virtual reality (VR) technology is more promising. However, there is no consensus on the ideal type of earthquake education. In the world, earthquake education significantly differs. Even though some countries are located in regions that are prone to earthquakes, they do not consider earthquake education in schools. On the other hand, several countries include earthquake education in school curricula. Existing literature demonstrates the insufficiency of current earthquake education in countries like Mexico and Israel. Students have deficiencies in knowledge related to the earthquake in spite of the implementation of earthquake education in schools. Reviewing different countries implementing earthquake education allows us to create an ideal type of earthquake education. Therefore, this review aims to investigate earthquake education in different countries.

Keywords

Earthquake, Education, Disaster

References

• Ao, Y., Zhang, H., Yang, L., Wang, Y., Martek, I., & Wang, G. (2021). Impacts of earthquake knowledge and risk perception on earthquake preparedness of rural residents. Natural Hazards, 107, 1287-1310. https://doi.org/10.1007/s11069-021-04632-w
• Bansal, B. K., & Verma, M. (2013). Science and technology based earthquake risk reduction strategies: The Indian scenario. Acta Geophysica, 61, 808-821. https://doi.org/10.2478/s11600-013-0105-5
• Becker, J. S., Paton, D., Johnston, D. M., Ronan, K. R., & McClure, J. (2017). The role of prior experience in informing and motivating earthquake preparedness. International journal of disaster risk reduction, 22, 179-193. https://doi.org/10.1016/j.ijdrr.2017.03.006
• Boon, H. J., & Pagliano, P. J. (2014). Disaster education in Australian schools. Australian Journal of Environmental Education, 30(2), 187-197. https://doi.org/10.1017/aee.2015.8
• Codreanu, T. A., Celenza, A., & Jacobs, I. (2014). Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review. Prehospital and disaster medicine, 29(6), 629-642. https://doi.org/doi:10.1017/S1049023X14001083
• Çoban, M., & Göktaş, Y. (2022). Which training method is more effective in earthquake training: Digital game, drill, or traditional training?. Smart Learning Environments, 9(1), 1-24. https://doi.org/10.1186/s40561-022-00202-0
• Çoban, M., & Göktaş, Y. (2023). Comparison of the digital game, drills, and traditional education methods in terms of motivation in earthquake education. E-Learning and Digital Media, 20(1), 25-52. https://doi.org/10.1177/20427530221107761
• Disaster and Emergency Management Presidency (AFAD). (2023). Kahramanmaraş Depremleri Ön Değerlendirme Raporu. https://deprem.afad.gov.tr/earthquake-reports
• Gaeta, M., Loia, V., Mangione, G. R., Orciuoli, F., Ritrovato, P., & Salerno, S. (2014). A methodology and an authoring tool for creating Complex Learning Objects to support interactive storytelling. Computers in Human Behavior, 31, 620-637. https://doi.org/10.1016/j.chb.2013.07.011
• Goda, K., Kiyota, T., Pokhrel, R. M., Chiaro, G., Katagiri, T., Sharma, K., & Wilkinson, S. (2015). The 2015 Gorkha Nepal earthquake: insights from earthquake damage survey. Frontiers in Built Environment, 1, 8. https://doi.org/10.3389/fbuil.2015.00008
• Gong, X., Liu, Y., Jiao, Y., Wang, B., Zhou, J., & Yu, H. (2015). A novel earthquake education system based on virtual reality. IEICE TRANSACTIONS on Information and Systems, 98(12), 2242-2249. https://doi.org/10.1587/transinf.2015EDP7165
• Herovic, E., Sellnow, T. L., & Sellnow, D. D. (2020). Challenges and opportunities for pre-crisis emergency risk communication: lessons learned from the earthquake community. Journal of Risk Research, 23(3), 349-364. https://doi.org/10.1080/13669877.2019.1569097
• Hua, C., Huang, S. K., Lindell, M. K., & Yu, C. H. (2020). Rural households’ perceptions and behavior expectations in response to seismic hazard in Sichuan, China. Safety science, 125, 104622. https://doi.org/10.1016/j.ssci.2020.104622
• Iqbal, U., Perez, P., & Barthelemy, J. (2021). A process-driven and need-oriented framework for review of technological contributions to disaster management. Heliyon, 7(11), e08405. https://doi.org/10.1016/j.heliyon.2021.e08405
• Izadkhah, Y. O., & Gibbs, L. (2015). A study of preschoolers' perceptions of earthquakes through drawing. International Journal of Disaster Risk Reduction, 14, 132-139. https://doi.org/10.1016/j.ijdrr.2015.06.002
• Johnson, V. A., Ronan, K. R., Johnston, D. M., & Peace, R. (2014). Evaluations of disaster education programs for children: A methodological review. International journal of disaster risk reduction, 9, 107-123. https://doi.org/10.1016/j.ijdrr.2014.04.001
• Jones, L. M. (2020). Empowering the public with earthquake science. Nature Reviews Earth & Environment, 1(1), 2-3. https://doi.org/10.1038/s43017-019-0007-4
• Kahandawa, K. A. R. V. D., Domingo, N. D., Park, K. S., & Uma, S. R. (2018). Earthquake damage estimation systems: Literature review. Procedia engineering, 212, 622-628. https://doi.org/10.1016/j.proeng.2018.01.080
• Katada, T., & Kanai, M. (2016). The school education to improve the disaster response capacity: A case of “Kamaishi Miracle”. Journal of disaster research, 11(5), 845-856. https://doi.org/10.20965/jdr.2016.p0845
• Kirikkaya, E. B., Çakin, O., Imali, B., & Bozkurt, E. (2011). Earthquake training is gaining importance: the views of 4th and 5th year students on Earthquake. Procedia-Social and Behavioral Sciences, 15, 2305-2313. https://doi.org/10.1016/j.sbspro.2011.04.098
• Kitagawa, K. (2015). Continuity and change in disaster education in Japan. History of education, 44(3), 371-390. https://doi.org/10.1080/0046760X.2014.979255
• MacDonald, E., Johnson, V., Gillies, M., & Johnston, D. (2017). The impact of a museum-based hazard education program on students, teachers and parents. International journal of disaster risk reduction, 21, 360-366. https://doi.org/10.1016/j.ijdrr.2017.01.010
• Mitsuhara, H., Tanimura, C., Nemoto, J., & Shishibori, M. (2019). Failure-enhanced evacuation training using a VR-based disaster simulator: A comparative experiment with simulated evacuees. Procedia Computer Science, 159, 1670-1679. https://doi.org/10.1016/j.procs.2019.09.337
• Moon, W. C., Sidek, L. M., Lau, T. L., Puay, H. T., Majid, T. A., Wahab, A. K. A., & Teo, F. Y. (2022). A Shared Vision on the 2004 Indian Ocean Tsunami in Malaysia: Hazard Assessments, Post-Disaster Measures and Research. Journal of Marine Science and Engineering, 10(8), 1088. https://doi.org/10.3390/jmse10081088
• Moos, C., Bebi, P., Schwarz, M., Stoffel, M., Sudmeier-Rieux, K., & Dorren, L. (2018). Ecosystem-based disaster risk reduction in mountains. Earth-science reviews, 177, 497-513. https://doi.org/10.1016/j.earscirev.2017.12.011
• Navakanesh, B., Shah, A. A., & Prasanna, M. V. (2019). Earthquake education through the use of documentary movies. Frontiers in Earth Science, 7, 42. https://doi.org/10.3389/feart.2019.00042
• Nichols, J. M., Lopes de Oliveira, F., & Totoev, Y. Z. (2000, June). The development of a synthetic fatality function for use in the economic analysis of the rehabilitation and repair of structures. In StrucDam Conference (Vol. 2000).
• Noh, M. R. M., Rambat, S., Abd Halim, I. S. B., & Ahmad, F. (2021). Seismic Risk Assessment in Malaysia: A Review. Journal of Advanced Research in Applied Sciences and Engineering Technology, 25(1), 69-79. https://doi.org/10.37934/araset.25.1.6979
• Parsizadeh, F., & Ghafory‐Ashtiany, M. (2010). Iran public education and awareness program and its achievements. Disaster Prevention and Management: An International Journal, 19(1), 32-47. https://doi.org/10.1108/09653561011022126
• Raluca, N. A. G. Y., & Sibișteanu, H. (2015). The taming of the earthquake. Can romania learn from Japan?. Romanian Economic and Business Review, 10(4), 215.
• Ryan, B., Johnston, K. A., Taylor, M., & McAndrew, R. (2020). Community engagement for disaster preparedness: A systematic literature review. International journal of disaster risk reduction, 49, 101655. https://doi.org/10.1016/j.ijdrr.2020.101655
• Sakurai, A., Sato, T., & Murayama, Y. (2020). Impact evaluation of a school-based disaster education program in a city affected by the 2011 great East Japan earthquake and tsunami disaster. International Journal of Disaster Risk Reduction, 47, 101632. https://doi.org/10.1016/j.ijdrr.2020.101632
• Santos-Reyes, J., Gouzeva, T., & Santos-Reyes, G. (2014). Earthquake risk perception and Mexico City's public safety. Procedia Engineering, 84, 662-671. https://doi.org/10.1016/j.proeng.2014.10.484
• Santos-Reyes, J., Santos-Reyes, G., Gouzeva, T., & Velazquez-Martinez, D. (2017). Schoolchildren's earthquake knowledge, preparedness, and risk perception of a seismic-prone region of Mexico. Human and Ecological Risk Assessment: An International Journal, 23(3), 494-507. https://doi.org/10.1080/10807039.2016.1188368
• Sapkota, J. B., & Neupane, P. (2021). The academic impacts of 2015 Nepal Earthquake: Evidence from two secondary schools in Sindhupalchok district. Education Sciences, 11(8), 371. https://doi.org/10.3390/educsci11080371
• Schmidt, J. (2018). Notes on national earthquake education programs in Israel. Procedia engineering, 212, 1265-1272. https://doi.org/10.1016/j.proeng.2018.01.163
• Shaffril, H. A. M., Samah, A. A., & Kamarudin, S. (2021). Speaking of the devil: a systematic literature review on community preparedness for earthquakes. Natural hazards, 108(3), 2393-2419. https://doi.org/10.1007/s11069-021-04797-4
• Shaw, R., Shiwaku Hirohide Kobayashi, K., & Kobayashi, M. (2004). Linking experience, education, perception and earthquake preparedness. Disaster Prevention and Management: An International Journal, 13(1), 39-49. https://doi.org/10.1108/09653560410521689
• Soffer, Y., Goldberg, A., Avisar‐Shohat, G., Cohen, R., & Bar‐Dayan, Y. (2010). The effect of different educational interventions on schoolchildren's knowledge of earthquake protective behaviour in Israel. Disasters, 34(1), 205-213. https://doi.org/10.1111/j.1467-7717.2009.01125.x
• Sözcü, U. (2021). 'Earthquake Week'Activity Application for High School Students. Eurasian Journal of Educational Research, 92, 275-295. https://doi.org/10.14689/ejer.2021.92.14
• Statista Research Department. (2022). Number of earthquakes worldwide 2000-2021. Retrieved From: https://www.statista.com/statistics/263105/development-of-the-number-of-earthquakes-worldwide-since-2000/
• Subedi, S., & Hetényi, G. (2021). The representation of earthquakes in Hindu religion: a literature review to improve educational communications in Nepal. Frontiers in Communication, 6, 668086. https://doi.org/10.3389/fcomm.2021.668086
• Subedi, S., Hetényi, G., Denton, P., & Sauron, A. (2020). Seismology at school in Nepal: A program for educational and citizen seismology through a low-cost seismic network. Frontiers in Earth Science, 8, 73. https://doi.org/10.3389/feart.2020.00073
• Sumy, D. F., Jenkins, M. R., McBride, S. K., & de Groot, R. M. (2022). Typology development of earthquake displays in free-choice learning environments, to inform earthquake early warning education in the United States. International Journal of Disaster Risk Reduction, 73, 102802. https://doi.org/10.1016/j.ijdrr.2022.102802
• Sutton, J., Fischer, L., James, L. E., & Sheff, S. E. (2020). Earthquake early warning message testing: Visual attention, behavioral responses, and message perceptions. International journal of disaster risk reduction, 49, 101664. https://doi.org/10.1016/j.ijdrr.2020.101664
• Suzuki, K. (2014). ESD and Education for Disaster Risk Reduction (DRR) at Schools: Changes in DRR Education After Great East Japan Earthquake. Education for Sustainable Development and Disaster Risk Reduction, 141-153. https://doi.org/10.1007/978-4-431-55090-7_9
• Tanaka, K. (2005). The impact of disaster education on public preparation and mitigation for earthquakes: a cross-country comparison between Fukui, Japan and the San Francisco Bay Area, California, USA. Applied Geography, 25(3), 201-225. https://doi.org/10.1016/j.apgeog.2005.07.001
• Tongkul, F. (2021). An overview of earthquake science in Malaysia. ASM Science Journal, 14, 1-12. https://doi.org/10.32802/asmscj.2020.440
• Yang, H., & Yao, S. (2021). Shallow destructive earthquakes. Earthquake science, 34(1), 15-23. https://doi.org/10.29382/eqs-2020-0072
• Zengin, Y., Mustafa, I. C. E. R., Gunduz, E., Dursun, R., Durgun, H. M., Gullu, M. N., ... & Guloglu, C. (2015). How was Felt Van Earthquake by a Neighbor University Hospital?. Turkish Journal of Emergency Medicine, 15(1), 33-38. https://doi.org/10.5505/1304.7361.2015.03274