Challenges faced by social studies teachers in teaching disaster topics and developing disaster awareness, and suggested solutions

Mehmet Yolalan; Özge Metin

Makale detayları

Challenges faced by social studies teachers in teaching disaster topics and developing disaster awareness, and suggested solutions

Yazarlar:

Mehmet Yolalan | Özge Metin

Yayıncı:

Marmara University

Ana Başlıklar:

Coğrafya Eğitimi

Dergi:

International Journal of Geography and Geography Education Issue 54, pp.129-147

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001340428

pISSN:

2630-6336

Anahtar kelimeler:

Özet:

 While the destructive impacts of disasters are well-known worldwide, they profoundly affect societies. In this context, fostering disaster awareness from an early age and teaching disaster-related topics effectively in schools is of paramount importance. This study examines the challenges that social studies teachers face in teaching disaster-related topics and explores their proposed solutions. Conducted during the 20232024 academic year with 12 social studies teachers from various provinces in Turkey, the research employed a phenomenological design. Data were gathered through semi-structured interviews, providing in-depth insights into teachers experiences. Findings indicate that teachers encounter significant obstacles, such as insufficient learning outcomes in the curriculum, limited class time, and a lack of adequate materials when addressing disaster topics. Many teachers suggested that simulation techniques would be an effective method for imparting disaster awareness. Additionally, teachers emphasized that disaster topics should be further integrated into the social studies curriculum to better prepare students, equipping them with essential awareness and preparedness skills.

 While the destructive impacts of disasters are well-known worldwide, they profoundly affect societies. In this context, fostering disaster awareness from an early age and teaching disaster-related topics effectively in schools is of paramount importance. This study examines the challenges that social studies teachers face in teaching disaster-related topics and explores their proposed solutions. Conducted during the 20232024 academic year with 12 social studies teachers from various provinces in Turkey, the research employed a phenomenological design. Data were gathered through semi-structured interviews, providing in-depth insights into teachers experiences. Findings indicate that teachers encounter significant obstacles, such as insufficient learning outcomes in the curriculum, limited class time, and a lack of adequate materials when addressing disaster topics. Many teachers suggested that simulation techniques would be an effective method for imparting disaster awareness. Additionally, teachers emphasized that disaster topics should be further integrated into the social studies curriculum to better prepare students, equipping them with essential awareness and preparedness skills.

 While the destructive impacts of disasters are well-known worldwide, they profoundly affect societies. In this context, fostering disaster awareness from an early age and teaching disaster-related topics effectively in schools is of paramount importance. This study examines the challenges that social studies teachers face in teaching disaster-related topics and explores their proposed solutions. Conducted during the 20232024 academic year with 12 social studies teachers from various provinces in Turkey, the research employed a phenomenological design. Data were gathered through semi-structured interviews, providing in-depth insights into teachers experiences. Findings indicate that teachers encounter significant obstacles, such as insufficient learning outcomes in the curriculum, limited class time, and a lack of adequate materials when addressing disaster topics. Many teachers suggested that simulation techniques would be an effective method for imparting disaster awareness. Additionally, teachers emphasized that disaster topics should be further integrated into the social studies curriculum to better prepare students, equipping them with essential awareness and preparedness skills.

 Afetlerin dünya genelinde ve ülkemizde ciddi yıkıcı etkiler yarattığı bilinirken, bu durum toplumları derinden etkilemektedir. Bu bağlamda, afet bilincinin çocuk yaşlardan itibaren kazandırılması ve afet konularının okullarda etkili bir şekilde öğretilmesi büyük önem taşımaktadır. Bu araştırma, sosyal bilgiler öğretmenlerinin afet konularını öğretirken karşılaştıkları güçlükleri ve bu konudaki çözüm önerilerini incelemeyi amaçlamaktadır. Araştırma, 20232024 eğitim-öğretim yılında Türkiyenin çeşitli illerinde görev yapan 12 sosyal bilgiler öğretmeni ile olgubilim deseni kullanılarak gerçekleştirilmiştir. Veri toplama sürecinde yarı yapılandırılmış görüşme formu aracılığıyla öğretmenlerin deneyimlerine dair ayrıntılı bilgiler elde edilmiştir. Elde edilen sonuçlara göre, öğretmenler afet konularını işlerken ders programındaki kazanım yetersizliği, sınırlı ders süresi ve uygun materyal eksikliği gibi zorluklarla karşılaşmaktadır. Çözüm önerisi olarak ise çoğu öğretmen, afet bilincinin kazandırılması için simülasyon tekniğinin etkili bir yöntem olduğunu vurgulamıştır. Ayrıca, öğretmenler afet konularının sosyal bilgiler öğretim programında daha fazla yer alması gerektiğini, böylece öğrencilerin afetlere karşı bilinçli ve hazırlıklı yetiştirilebileceğini belirtmişlerdir.

Makale detayları

Challenges faced by social studies teachers in teaching disaster topics and developing disaster awareness, and suggested solutions

Yazarlar:

Mehmet Yolalan | Özge Metin

Yayıncı:

Marmara University

Ana Başlıklar:

Coğrafya Eğitimi

Dergi:

International Journal of Geography and Geography Education Issue 54, pp.129-147

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001340428

pISSN:

2630-6336

Disaster

Disaster Education

Disaster Awareness

Teacher

Social StudiesAfet

Afet Eğitimi

Afet Bilinci

Öğretmen

Sosyal Bilgiler

Sayı

Makale detayları

Yazarlar: Mehmet Yolalan | Özge Metin

Yayıncı: Marmara University

Ana Başlıklar: Coğrafya Eğitimi

Dergi: International Journal of Geography and Geography Education Issue 54, pp.129-147

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001340428

pISSN: 2630-6336

Sayı

Yazarlar:

Mehmet Yolalan | Özge Metin

Yayıncı:

Marmara University

Ana Başlıklar:

Coğrafya Eğitimi

Dergi:

International Journal of Geography and Geography Education Issue 54, pp.129-147

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001340428

pISSN:

2630-6336