An Interdisciplinary Approach to Earthquake Awareness of Turkish Middle School Students

Author :  

Year-Number: 2022-Volume 14, Issue 1
Yayımlanma Tarihi: 2022-02-15 22:18:55.0
Language : English
Konu : Mathematics and Science Education
Number of pages: 91-103
Mendeley EndNote Alıntı Yap

Abstract

Keywords

Abstract

Project based learning (PBL) is believed to be a useful strategy to support students’ achievement, attidudes and awareness. The studies have revealed that this effective tool has an important role on performance of students. This is a qualitative study on a project competition regarding the Turkish students’ PBL practices to investigate earthquake awareness. The competition has been implementing by The Scientific and Technological Council of Turkey (TÜBİTAK). Data from 130 projects described in project catalogues were analyzed with content analysis technique. The results show that the projects have made for secure and healty life after or in case of earthquake to a large scale though soil, waves, vibration, plate tectonics and seismic zone which have important roles on such event are being emphasized in those student practices to some degree. It is concluded that since the students have some troubles in learning micro and macro universe, they must have used daily life topics in their PBL practices. They made for their projects to prepare public, fellows, buildings and environment to earthquake disaster. They preferred concrete topics than predominantly abstract ones in such geographical event to a large extend. As far as earthquake is an interdisciplinary topic, the students’ projects need to have an integrative approaches to realize their earthquake awareness. As earthquake education has some interdisciplinary features with its concrete and predominantly abstract context practiced by PBL projects in a competitive way, the teachers need to focus on such content for improving the quality of earthquake awareness.

Keywords


  • ACARA (2015). Content for year 9-learning area content descriptions. Australian curriculum, assessment and reporting authority. AC: Australian Curriculum. Retrieved from: https://docs.acara.edu.au/resources/Content_for_Year_9_-Learning_area_content_descriptions.pdf

  • Balemen, N., & Özer Keskin, M. (2018). The effectiveness of project-based learning on science education: a meta-analysis search. International Online Journal of Education and Teaching, 5(4), 849-865. http://iojet.org/index.php/IOJET/article/view/452/297

  • Berman, E. A. & Kuden, J. L. (2017). Improving scientific literacy using information literacy skills. Agriculture to Zoology, D. Carle Eds. Chandos Publishing. https://doi.org/10.1016/B978-0-08-100664-1.00002-8

  • Bohnsack, R., Pfaff, N., & Weller, W. (Eds.). (2010). Qualitative analysis and documentary method in internationaleducational research. Opladen: B. Budrich. https://nbn-resolving.org/urn:nbn:de:0168-ssoar

  • Borghi, A. M., Binkofski, F., Castelfranchi, C., Cimatti, F., Scorolli, C. & Tummolini, L. (2017). The challenge of abstract concepts. American Psychological Association Psychological Bulletin, 143(3), 263–292. http://dx.doi.org/10.1037/bul0000089263

  • Burlbaw L.M., Ortwein M.J. & Williams J.K. (2013) The project method in historical context. STEM Project-Based Learning, R.M., Capraro M.M., Morgan J.R. (eds). Rotterdam: Sense Publishers, https://doi.org/10.1007/978-94-6209-143-6_2

  • Calvopiña, M. P. T., Nicolalde, M. A. M. & Medina, M. D. T. (2017). Project-based learning, from an interdisciplinary perspective. Lecturas: Educación Física y Deportes, 22(235). Retrieved from: https://www.efdeportes.com/efd235/project-based-learning-from-an-interdisciplinary.htm

  • Cho, Y & Brown, C. (2013). Project-based learning in education: Integrating business needs and student learning. European Journal of Training and Development, 37(8), 744-765. https://doi.org:10.1108/EJTD-012013-0006

  • Çelebi, N., Vanok, T. T. & Hasekioğlu Turgut, I. (2016). Reliability and validity of “teachers’ collaboration level determination scale”. Kastamonu Education Journal, 24 (2), 803-820. Retrieved from: https://dergipark.org.tr/tr/download/article-file/209704

  • Das, V. M. (2015). Our understanding of the universe (from ancient to present time). Advances in Social Sciences Research Journal, 3(1), 318-339. https://doi.org:10.14738/assrj.31.875.

  • Demirci, A., & Yıldırım, S. (2015). İstanbul’da ortaöğretim öğrencilerinin deprem bilincinin değerlendirilmesi. Millî Eğitim, 207, 89-117.

  • Doppelt, Y. (2003). Implementation and assessment of project-based learning in a flexible environment. International Journal of Technology and Design Education 13, 255–272. https://doi.org/10.1023/ A:1026125427344

  • Dorn. (2010). Washington state K-12 standards. Washington: State Superintendent of Public Instruction.

  • Ediger, M. (2001). Cooperative learning versus competition: Which is better? Retrieved from: https://files.eric.ed.gov/fulltext/ED461894.pdf

  • Efstratia, D. (2014). Experiential education through project based learning. Procedia-Social and Behavioral Sciences, 152, 1256–1260. https://doi.org:10.1016/j.sbspro.2014.09.362

  • Faber, M. H., Giuliani, L., Revez, A., Jayasena, S., Sparf, J. & Mendez, J. M. (2014). Interdisciplinary approach to disaster resilience education and research. Procedia Economics and Finance, 18, 601–609. https://doi.org:10.1016/S2212-5671(14)00981-2

  • Harmer, N. (2014). Project-based learning literature review. Plymouth University. Retrieved from: https://www.plymouth.ac.uk/uploads/production/document/path/2/2733/Literature_review_Projectbased_learning.pdf

  • İlter, İ. (2014). A study on the efficacy of project based learning approach on social studies education: conceptual achievement and academic motivation. Educational Research and Reviews, 9(1), 487-497. https://doi.org:10.5897/ERR2014.1777

  • Lamer, J., Mergendoller, J. & Boss, S. (2015). Stating the standard for project based learning. Alexandria: ASCD.

  • Lomnitz, C. & Wisner, B. (2012). Earthquakes. Handbook of Hazards and Disaster Risk Reduction press. (B. Wisner, J.C. Gaillard and I. Kelman, eds.). London: Routledge.

  • Maxwell, J. A. (2012). Designing a qualitative study. DOI:10.4135/9781483348858.n7

  • Mayring P. (2010) Qualitative inhaltsanalyse. In: Mey G., Mruck K. (eds) Handbuch Qualitative Forschung in der Psychologie. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92052-8_42

  • ME. (1993). Science in the New Zealand curriculum. Wellington: Ministry of Education.

  • Miller, E.C. & Krajcik, J.S. (2019). Promoting deep learning through project-based learning: a design problem. Disciplinary and Interdisciplinary Science Education Research, 1(7), 1-10. https://doi.org/10.1186/s43031-0190009-6

  • MNE. (2018a). Turkish life science education curriculum. Turkish Ministry of National Education. Retrieved from: https://bit.ly/3nNURL6

  • MNE. (2018b). Turkish science education curriculum. Turkish Ministry of National Education. Retrieved from: https://bit.ly/3rteV7N

  • MNE (2018c). Turkish social science education curriculum. Turkish Ministry of National Education. Retrieved from: https://bit.ly/3lNDwle

  • OSTC (2007). The Ontario science and technology curriculum. Ontario: Ministry of Education. Retrieved from: http://www.edu.gov.on.ca

  • Salmi, H. Kaasinen, A. & Kallunki, V. (2012). Towards an Open Learning Environment via Augmented Reality (AR): Visualising the invisible in science centres and schools for teacher education. Procedia-Social and Behavioral Sciences, 45, 284–295. Retrieved from: https://www.sciencedirect.com/science/article/ pii/S1877042812023014

  • Strong, L. L. & Sullivan, D. T. (2006). Interdisciplinary education in emergency preparedness: assuring the safety of aging populations. Published by the Forum on Public Policy. Retrieved from: https://forumonpublicpolicy.com/archivesum07/strong.pdf

  • Subedi, S., Hetényi, G., & Shackleton, R. (2020). Impact of an educational program on earthquake awareness and preparedness in Nepal. Geoscience Communication, 3(2), 279–290, https://doi.org/ 10.5194/gc-3-279

  • Wei, B., Su, G. & Li, Y. (2020). Evaluating the cognition and response of middle/high school students to earthquake—a case study from the 2013 Mw6.6 Lushan earthquake-hit area, China. International Journal of Disaster Risk Reduction, 51. https://doi.org/10.1016/j.ijdrr.2020.101825

                                                                                                                                                                                                        
  • Article Statistics