Fen bilgisi öğretmen adaylarının deprem bilgi düzeyleri ve sürdürülebilir deprem farkındalıklarının incelenmesi
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, fen bilgisi öğretmen adaylarının deprem bilgi düzeylerini ve sürdürülebilir deprem farkındalıklarını incelemek ve aralarındaki ilişkiyi belirlemek amacıyla yapılmıştır. Ek olarak fen bilgisi öğretmen adaylarının sınıf düzeyi cinsiyet, yaş, kaldıkları yer, kaldıkları yerin kat sayısı ve afet yönetimi ile ilgili eğitim alıp almama durumlarına göre istatistiksel olarak anlamlı bir fark olup olmadığı incelenmiştir. Öğretmen adaylarının deprem bilgi düzeyleri araştırılırken kişisel bilgiler anketi ile Genç ve Sözen tarafından 2021 yılında geliştirilen Sürdürülebilir Deprem Farkındalık Ölçeği (SDFÖ) ve yine Genç ve Sözen tarafından 2022 yılında geliştirilen Deprem Bilgi Düzeyi Ölçeği (DBDÖ) kullanılmıştır. Çalışmada ilişkisel tarama modeli uygulanmıştır. Ölçekler 2024-2025 eğitim öğretim yılında İnönü Üniversitesi Eğitim Fakültesi fen bilgisi öğretmenliği programında öğrenim gören 142 öğretmen adayına uygulanmıştır. Veriler, SPSS 22.0 paket programında analiz edilmiştir. Araştırma sonuçları, fen bilgisi öğretmen adaylarının deprem bilgi düzeylerinin orta seviyede olduğunu, sürdürülebilir deprem farkındalık düzeylerinin ise deprem bilgi düzeyine kıyasla daha düşük kaldığını ortaya koymuştur. Bununla birlikte fen bilgisi öğretmen adaylarının deprem bilgi düzeyleri ile sürdürülebilir deprem farkındalık düzeyleri arasında pozitif yönde orta düzeyde bir ilişki olduğu sonucuna ulaşılmıştır. Ayrıca, cinsiyet ve yaş gibi değişkenlerin, deprem farkındalığı üzerinde istatistiksel olarak anlamlı bir farklılık yarattığı belirlenmiştir. Bu bulgular, afet bilinci eğitimlerinin daha etkili hale getirilmesi ve sürdürülebilir olması gerektiğini vurgulamaktadır.
This research was conducted to examine the earthquake knowledge levels and sustainable earthquake awareness of science teacher candidates and to determine the relationship between them. In addition, the study investigated whether there were statistically significant differences among pre-service science teachers based on their grade level, gender, age, place of residence, the number of floors in their residence, and whether they had received education on disaster management. Pre-service science teachers varied in terms of demographic characteristics such as gender, age, grade level, and place of residence. In order to assess the participants' earthquake knowledge levels and awareness, a personal information form, the Sustainable Earthquake Awareness Scale (SEAS) developed by Genç and Sözen (2021), and the Earthquake Knowledge Level Scale (EKLS) developed by the same authors in 2022 were utilized as data collection tools. The research was designed using a correlational survey model. The instruments were administered to 142 pre-service science teachers enrolled in the Science Education Program at the Faculty of Education, İnönü University, during the 2024–2025 academic year. The collected data were analyzed using the SPSS 22.0 statistical software package. The results of the study revealed that the participants possessed a moderate level of earthquake knowledge, while their levels of sustainable earthquake awareness were relatively lower. Additionally, it was concluded that there is a moderately positive relationship between the earthquake knowledge levels of pre-service science teachers and their levels of sustainable earthquake awareness. Furthermore, it was found that certain demographic variables, particularly gender and age, had a statistically significant impact on earthquake awareness. These findings emphasize the critical need for more effective and sustainable disaster education practices to be integrated into teacher training programs.
This research was conducted to examine the earthquake knowledge levels and sustainable earthquake awareness of science teacher candidates and to determine the relationship between them. In addition, the study investigated whether there were statistically significant differences among pre-service science teachers based on their grade level, gender, age, place of residence, the number of floors in their residence, and whether they had received education on disaster management. Pre-service science teachers varied in terms of demographic characteristics such as gender, age, grade level, and place of residence. In order to assess the participants' earthquake knowledge levels and awareness, a personal information form, the Sustainable Earthquake Awareness Scale (SEAS) developed by Genç and Sözen (2021), and the Earthquake Knowledge Level Scale (EKLS) developed by the same authors in 2022 were utilized as data collection tools. The research was designed using a correlational survey model. The instruments were administered to 142 pre-service science teachers enrolled in the Science Education Program at the Faculty of Education, İnönü University, during the 2024–2025 academic year. The collected data were analyzed using the SPSS 22.0 statistical software package. The results of the study revealed that the participants possessed a moderate level of earthquake knowledge, while their levels of sustainable earthquake awareness were relatively lower. Additionally, it was concluded that there is a moderately positive relationship between the earthquake knowledge levels of pre-service science teachers and their levels of sustainable earthquake awareness. Furthermore, it was found that certain demographic variables, particularly gender and age, had a statistically significant impact on earthquake awareness. These findings emphasize the critical need for more effective and sustainable disaster education practices to be integrated into teacher training programs.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
