Afet eğitimi konusunda ilkokul hayat bilgisi ve sosyal bilgiler ders kitaplarının yeterliği
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada ilkokulda verilen afet eğitimi konusunda ilkokul hayat bilgisi ve sosyal bilgiler ders kitaplarının yeterliği incelenmiştir. Araştırma kapsamında hayat bilgisi ve sosyal bilgiler ders kitaplarında yer alan afet eğitimi konusunda öğretmenlerin görüşleri değerlendirilmiştir. Çalışmada nicel araştırma yaklaşımı ve betimsel araştırma modeli kullanılmıştır. Araştırmanın evrenini 2024-2025 eğitim öğretim yılında Kahramanmaraş İli'nde görev yapan sınıf öğretmenleri oluşturmaktadır. Araştırmanın örneklemini ise evren içerisinden tabakalı örnekleme yöntemi ile belirlenen 136 sınıf öğretmeni oluşturmaktadır. Araştırmada öğretmenlerden veri toplamak amacıyla araştırmacı tarafından geliştirilen anket formu kullanılmıştır. Anket formu 33 maddeden meydana gelmekte olup, anketin geçerlik ve güvenirliği uzman görüşleri ile belirlenerek son hali verilmiştir. Anket formundaki ifadelerde öğretmenlerin ders kitaplarında yer alan afet eğitimi ile ilgili kazanımları, görselleri ve içerikleri değerlendirmesi amaçlanmıştır. Anket formunun hazırlanmasında, programda yer alan kazanımlar, ilgili literatür ve uzman görüşlerinden faydalanılmıştır. Ayrıca afet türleri ile ilgili, afet eğitiminde görsel, içerik, kazanım, uygulama/etkinlikler değerlendirilmiştir. Araştırma verilerinin analizinde nicel veri analiz yöntemleri kullanılmıştır. Bu kapsamda araştırmacı tarafından anket geliştirilmiş ve anketin güvenirliği test edilmiştir. Analizler SPSS24 veri analiz programı ile test edilmiştir. Analizlerde güvenirlik analizleri, betimsel istatistikler ve anketin toplam puanları ile demografik özellikler arasında karşılaştırmalar yapılmıştır. Araştırma sonucunda ders kitaplarının bilgi kazandırma açısından başarılı olduğu, ancak beceri geliştirme ve uygulamalı öğrenme konusunda eksiklikler taşıdığı bulunmuştur. Erkek öğretmenlere göre ders kitaplarının afet eğitimi yeterliklerinin daha yüksek olduğu görülmüştür. Sonuç olarak araştırmaya katılan sınıf öğretmenlerine göre hayat bilgisi ve sosyal bilgiler ders kitaplarının afet eğitimi bakımından yeterliğinin orta düzeyde olduğu, mesleki kıdemi düşük olan öğretmenlere göre ders kitaplarının yeterlik düzeyinin daha düşük olduğu ve erkek öğretmenlere göre de bu algının düşük olduğu sonucuna ulaşılmıştır. Araştırma kapsamında ders kitaplarının afet eğitimi bakımından beklenen düzeyde yeterliğe sahip olmadığı ve geliştirilmesi gerektiği anlaşılmıştır.
In this study, the adequacy of primary school textbooks regarding disaster education provided in primary schools was examined. Within this scope, teachers' opinions on disaster education included in life sciences and social studies textbooks were evaluated. Quantitative research approach and descriptive research model were used in the study. The research population consisted of classroom teachers working in Kahramanmaraş province during the 2024-2025 academic year. The sample of the study was composed of 136 primary school teachers selected through a simple random sampling method. A questionnaire developed by the researcher was used to collect data from teachers. The questionnaire consisted of 33 items, and its validity and reliability were established through expert opinions. The questionnaire aimed to evaluate the teachers' perspectives on the achievements, visuals, and content of disaster education in the textbooks. The preparation of the questionnaire was informed by the curriculum's learning outcomes, relevant literature, and expert opinions. Additionally, disaster types, visuals, content, outcomes, and activities related to disaster education were assessed. Quantitative data analysis methods were used to analyze the research data In this context; the questionnaire was developed by the researcher and the reliability of the questionnaire was tested, and he analyses were tested through the SPSS24 data analysis program. Reliability analyses, descriptive statistics, and comparisons between the total scores of the questionnaire and demographic characteristics were performed. As a result of the study, it was found that the textbooks were successful in imparting knowledge but lacked in skill development and practical learning aspects. In conclusion, the participating primary school teachers rated the adequacy of life sciences and social studies textbooks in terms of disaster education as moderate. It was determined that according to male teachers, the proficiency of disaster education in textbooks was higher. As a result, it was concluded that according to the classroom teachers participating in the research, the disaster education competence of life science textbooks and social studies textbooks was at a moderate level; according to teachers with lower professional seniority, the competence level of textbooks was lower; and according to male teachers, this perception was also lower.
In this study, the adequacy of primary school textbooks regarding disaster education provided in primary schools was examined. Within this scope, teachers' opinions on disaster education included in life sciences and social studies textbooks were evaluated. Quantitative research approach and descriptive research model were used in the study. The research population consisted of classroom teachers working in Kahramanmaraş province during the 2024-2025 academic year. The sample of the study was composed of 136 primary school teachers selected through a simple random sampling method. A questionnaire developed by the researcher was used to collect data from teachers. The questionnaire consisted of 33 items, and its validity and reliability were established through expert opinions. The questionnaire aimed to evaluate the teachers' perspectives on the achievements, visuals, and content of disaster education in the textbooks. The preparation of the questionnaire was informed by the curriculum's learning outcomes, relevant literature, and expert opinions. Additionally, disaster types, visuals, content, outcomes, and activities related to disaster education were assessed. Quantitative data analysis methods were used to analyze the research data In this context; the questionnaire was developed by the researcher and the reliability of the questionnaire was tested, and he analyses were tested through the SPSS24 data analysis program. Reliability analyses, descriptive statistics, and comparisons between the total scores of the questionnaire and demographic characteristics were performed. As a result of the study, it was found that the textbooks were successful in imparting knowledge but lacked in skill development and practical learning aspects. In conclusion, the participating primary school teachers rated the adequacy of life sciences and social studies textbooks in terms of disaster education as moderate. It was determined that according to male teachers, the proficiency of disaster education in textbooks was higher. As a result, it was concluded that according to the classroom teachers participating in the research, the disaster education competence of life science textbooks and social studies textbooks was at a moderate level; according to teachers with lower professional seniority, the competence level of textbooks was lower; and according to male teachers, this perception was also lower.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
