The objectives of disaster education from teachers’ perspectives

Authors

  • Özgür Erdur-Baker Middle East Technical University
  • Koray Kasapoğlu Afyon Kocatepe University
  • Elanur Yılmaz Middle East Technical University

Keywords:

Disaster Education, Curriculum Analysis, Curriculum Literacy, Learning Objectives, Teachers

Abstract

This study aims to examine teachers’ judgments on the objectives of disaster education regarding basic three aspects; clarity, measurability and attainability. A 3-point Likert-type scale was developed, and completed by 142 teachers who participated in several in-service trainings about disaster education. Descriptive statistics were carried out to analyze the data. Results of this study revealed that there was no single objective that teachers perceived as clear, measurable and attainable at one hundred percent. So, there is an urgent need to do a comprehensive list of learning objectives in a way that they are perceived clearer, more measureable and attainable for the purpose of achieving a well-qualified disaster education including all domains of disaster education, namely cognitive, affective and psychomotor.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Özgür Erdur-Baker, Middle East Technical University

Ozgur Erdur-Baker, PhD, is an Associate Professor of Educational Sciences Department at Faculty of Education at Middle East Technical University. Her research and teaching interests include outcome and process research in counseling, gender and culture sensitive counseling, peer bullying (traditional and cyber bullying), trauma, grief and disaster psychology. She has published both national and international articles in these areas.

Koray Kasapoğlu, Afyon Kocatepe University

Koray Kasapoglu, Ph.D, is a research assistant of the Department of Primary Education at Faculty of Education at Afyon Kocatepe University. His research interests include effective learning, curriculum change, curriculum analysis, teacher education, and international assessment studies. He has published both national and international research in these areas.

Elanur Yılmaz, Middle East Technical University

Elanur Yilmaz, M.Sc., is a research assistant of Educational Sciences Department at Faculty of Education at Middle East Technical University. She is a doctorate student in the field of Curriculum and Instruction at the same university. Her research interests cover disaster education, teacher education, curriculum development, and curriculum evaluation.

References

Adiyoso, W., & Kanegae, H. (2012). The effect of different disaster education programs on tsunami preparedness among school children in Aceh, Indonesia. Disaster Mitigation of Cultural Heritage and Historic Cities, 6, 165-172.

Berberoğlu, G., Arıkan, S., Demirtaşlı, N., İş-Güzel, C., & Özgen-Tuncer, C. (2009). İlköğretim 1.-5. sınıflar arasındaki öğretim programlarının kapsam ve öğrenme çıktıları açısından değerlendirilmesi. Cito Eğitim: Kuram ve Uygulama, 1(2009), 10-48.

Buluş-Kırıkkaya, E., Oğuz-Ünver, A., & Çakın, O. (2011). İlköğretim fen ve teknoloji programında yer alan afet eğitimi konularına ilişkin öğretmen görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 5(1), 24-42.

Cardona, O. D. (2007). Curriculum adaptation and disaster prevention in Colombia. In J. P. Stoltman, J. Lidstone, & L. M. Dechano (Eds.), International perspectives on natural disasters: Occurrence, mitigation, and consequences (pp. 397-408). Netherlands: Springer.

Carl, A. (2005). The voice of the teacher in curriculum development: A voice crying in the wilderness? South African Journal of Education, 25(4), 223-228.

Cutter, L., Boruff, B. J., & Shirley, W. L. (2003). Social vulnerability to environmental hazards. Social Science Quarterly, 84(2), 242-261.

Dey, B., & Singh, R. B. (2006). Introduction to disaster management. In S. M. P. Sajnani (Ed.), Natural hazards and disaster management (pp. 1-9).PreetVihar, Delhi: Central Board of Secondary Education.

Dufty, N. (2008). A new approach to community flood education. The Australian Journal of Emergency Management, 23(2), 4-8.

Erdur-Baker, O. (2013). Türkiye ve Japonya’da afet eğitimi. In B. Ozmen (Ed.), Afet eğitimi el kitabı-II (pp. 9-34). Ankara: MEB Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü Yayınları.

Ergunay, O. (2006, December). Disaster profile of Turkey. Paper presented at the Disaster Symposium conducted at the Meeting of Union of Chambers of Turkish Engineers and Architects, Ankara, Turkey. Retrieved on 28th October 2013 from http://www.tmmob.org.tr/sites/default/files/dea61eed4bceec5_ek.pdf

Faupel, C. E., Kelley, S. P., & Petee, T. (1992). The impact of disaster education household preparedness for hurricane Hugo. International Journal of Mass Emergencies and Disasters, 10(1), 5-24.

Finch, M. A. (1981). Behind the teacher’s desk: The teacher, the administrator, and the problem of change. Curriculum Inquiry, 11(4), 321-342.

Finnis, K., Standring, S., Johnston, D., & Ronan, K. (2004). Children’s understanding of natural hazards in Christchurch, New Zealand. The Australian Journal of Emergency Management, 19(2), 11-20.

Green, S. B., & Salkind, N. J. (2008). Using SPSS for Windows and Macintosh: Analyzing and understanding data (5thed.). Upper Saddle River, NJ: Pearson Education, Inc.

Hjelle, P. (2001). Reading between the lines: Teacher resistance to change. (Doctoral dissertation). Philadelphia: University of Pennsylvania. Retrieved on 29th May 2010 from http://repository.upenn.edu/dissertations/AAI3003638

Hosseini, M., & Izadkhah, Y. O. (2006). Earthquake disaster risk management planning in schools. Disaster Prevention and Management, 15(4), 649-661.

Japan International Cooperation Agency. (2004). Country strategy paper for natural disasters in Turkey. Final report. Retrieved on 21st September 2014 from http://kocaeli2009.kocaeli.edu.tr/cakin/mesing/2011/JICA_TURKEY_REPORT_2004.pdf

Johnston, D., Tarrant, R., Tippler, K., Coomer, M., Pedersen, S., & Garside, R. (2011). Preparing schools for future earthquakes in New Zealand: Lessons from an evaluation of a Wellington school exercise. The Australian Journal of Emergency Management, 26(1), 24-30.

Kennedy, D., Hyland, A., & Ryan, N. (2007). Writing and using learning outcomes: A practical guide. In E. Froment, J. Kohler, L. Purser, & L. Wilson (Eds.), EUA Bologna handbook: Making Bologna work (pp. 1-30). Berlin: RaabeVerlag. Retrieved on 15th September 2012 from http://sss.dcu.ie/afi/docs/bologna/writing_and_using_learning_outcomes.pdf

Kilpatrick, J. (2009). The mathematics teacher and curriculum change. PNA, 3(3), 107-121.

Komac, B., Ciglič, R., Erhartič, B., Gašperič, P., Kozina, J., Orožen Adamič, M., Pavšek, M., Pipan, P., Volk, M., & Zorn, M. (2010). Risk education and natural hazards. CapHaz-Net WP6 Report. Ljubljana, Slovenia: Anton-Melik Geographical Institute of the Scientific Research Centre of the Slovenian Academy of Sciences and Arts.

Little, R. J. A., & Rubin, D. B. (1987). Statistical analysis with missing data. New York: John Wiley.

Loucks, S., & Pratt, H. (1979). A concerns-based approach to curriculum change. Educational Leadership, 37(3), 212-215.

Mitchell, J. T. (2009). Hazards education and academic standards in the Southeast United States. International Research in Geographical and Environmental Education, 18(2), 134-148.

Nicholson, K. (2011). Brief no. 1: Writing learning outcomes. Retrieved on 16th September 2012 from http://cll.mcmaster.ca/COU/pdf/Brief%201%20Learning%20Outcomes.pdf

Öcal, A. (2005). The evaluation of earthquake education in the elementary school social studies courses. Gazi Egitim Fakultesi Dergisi, 25(1), 169-184.

Petal, M. A., & Izadkhah, Y. O. (2008, May). Formal and informal education for disaster risk reduction. Paper presented at the International Conference on School Safety, Islamabad, Pakistan.

Ronan, K. R., & Johnston, D. M. (2001). Correlates of hazard education programs for youth. Risk Analysis, 21(6), 1055-1063.

Ronan, K. R., & Johnston, D. M. (2003). Hazard education for youth: A quasi-experimental investigation. Risk Analysis, 23(5), 1009-1020.

Santha, S. D., & Sreedharan, R. K. (2010). Population vulnerability and disaster risk reduction: A situation analysis among the landslide affected communities in Kerala, India. Journal of Disaster Risk Studies, 3(1), 367-382.

Selby, D., & Kagawa, F. (2012). Disaster risk reduction in school curricula: Case studies from thirty countries. UNESCO and UNICEF. Retrieved on 27th January 2015 from http://www.unicef.org/education/files/DRRinCurricula-Mapping30countriesFINAL.pdf

Shaw, R., & Kobayashi, M. (2001, November). Role of schools in creating earthquake-safer environment. Paper presented at the Disaster Management and Educational Facilities, Greece. Retrieved on 18th October 2013 from http://www.preventionweb.net/files/5342_SesiRoleSchoolsEQSafety.pdf

Shiwaku, K., & Shaw, R. (2008). Proactive co-learning: A new paradigm in disaster education. Disaster Prevention and Management: An International Journal, 17(2), 183-198.

Sims, J. H., & Baumann, D. D. (1983). Educational programs and human response to natural hazards. Environment and Behavior, 15(2), 165-189.

Smith, J. P. (1996). Efficacy and teaching mathematics by telling: A challenge for reform. Journal of Research in Mathematics Education, 27(4), 587-616.

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.

United Nations International Strategy for Disaster Reduction.(2012a). Economic and human impact of disasters in the last 12 years. Retrieved on 13th January 2012 from http://www.unisdr.org/files/25831_20120318disaster20002011v3.pdf

United Nations International Strategy for Disaster Reduction. (2012b). Education and disaster risk reduction. Retrieved on 13th January 2013 from http://www.unisdr.org/we/advocate/education

University of Malta Academic Programs Quality & Resources Unit. (2009). Guidelines for the writing of effective learning outcomes. Retrieved on 15th September 2012 from http://www.um.edu.mt/__data/assets/pdf_file/0006/66219/LO-LV.pdf

Downloads

Published

2015-03-18

How to Cite

Erdur-Baker, Özgür, Kasapoğlu, K., & Yılmaz, E. (2015). The objectives of disaster education from teachers’ perspectives. Journal of Human Sciences, 12(1), 975–990. Retrieved from https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/3196

Issue

Section

Curriculum Development and Teaching-Learning in Education