Examination of Formal Education Programs in Terms of Earthquake Education

Esra Can; Suat Çapuk

Makale detayları

Examination of Formal Education Programs in Terms of Earthquake Education

Yazarlar:

Esra Can | Suat Çapuk

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitimde Program Değerlendirme

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1599-1615

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325707

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 This study aims to examine the formal education programs in terms of earthquake education. Document analysis, one of the qualitative research methods, was used in the research. All curriculums in formal education were examined and curriculums and textbooks of Life Sciences, Social Studies, Science, Disaster Awareness, Our City, English, Physics and Geography courses, which include earthquake education and achievements, were selected as samples. Descriptive analysis was used to analyze the achievements and contents of earthquake education in curricula and textbooks. According to the findings of the research, 37 achievements related to earthquake education were identified. As a result of the analysis of the contents related to earthquake education in the textbooks according to the stages of disaster and emergency management, it was seen that the most content was related to the damage reduction and prevention and preparation stages, and the intervention and recovery stages were rarely mentioned. When the taxonomic classification of achievements was examined, it was found that all 37 achievements were in the cognitive field. It was concluded that the gains associated with earthquake education were found mostly in the lower level levels of the cognitive domain, and that there were very few gains in the upper level levels. Suggestions have been made to include content for earthquake education in Education Programs.

 This study aims to examine the formal education programs in terms of earthquake education. Document analysis, one of the qualitative research methods, was used in the research. All curriculums in formal education were examined and curriculums and textbooks of Life Sciences, Social Studies, Science, Disaster Awareness, Our City, English, Physics and Geography courses, which include earthquake education and achievements, were selected as samples. Descriptive analysis was used to analyze the achievements and contents of earthquake education in curricula and textbooks. According to the findings of the research, 37 achievements related to earthquake education were identified. As a result of the analysis of the contents related to earthquake education in the textbooks according to the stages of disaster and emergency management, it was seen that the most content was related to the damage reduction and prevention and preparation stages, and the intervention and recovery stages were rarely mentioned. When the taxonomic classification of achievements was examined, it was found that all 37 achievements were in the cognitive field. It was concluded that the gains associated with earthquake education were found mostly in the lower level levels of the cognitive domain, and that there were very few gains in the upper level levels. Suggestions have been made to include content for earthquake education in Education Programs.

 This study aims to examine the formal education programs in terms of earthquake education. Document analysis, one of the qualitative research methods, was used in the research. All curriculums in formal education were examined and curriculums and textbooks of Life Sciences, Social Studies, Science, Disaster Awareness, Our City, English, Physics and Geography courses, which include earthquake education and achievements, were selected as samples. Descriptive analysis was used to analyze the achievements and contents of earthquake education in curricula and textbooks. According to the findings of the research, 37 achievements related to earthquake education were identified. As a result of the analysis of the contents related to earthquake education in the textbooks according to the stages of disaster and emergency management, it was seen that the most content was related to the damage reduction and prevention and preparation stages, and the intervention and recovery stages were rarely mentioned. When the taxonomic classification of achievements was examined, it was found that all 37 achievements were in the cognitive field. It was concluded that the gains associated with earthquake education were found mostly in the lower level levels of the cognitive domain, and that there were very few gains in the upper level levels. Suggestions have been made to include content for earthquake education in Education Programs.

 Bu çalışmada, örgün eğitim programlarının deprem eğitimi açısından incelenerek mevcut durumun ortaya çıkarılması amaçlanmaktadır. Araştırmada nitel araştırma yöntemlerinden doküman analizi kullanılmıştır. Örgün eğitimde yer alan öğretim programlarının tamamı incelenmiş ve deprem eğitimine yönelik kazanımların yer aldığı Hayat Bilgisi, Sosyal Bilgiler, Fen Bilimleri, Afet Bilinci, Şehrimiz, İngilizce, Fizik ve Coğrafya derslerine ait öğretim programları ve ders kitapları örneklem olarak seçilmiştir. Öğretim programları ve ders kitaplarında deprem eğitimine yönelik kazanım ve içeriklerin analizinde betimsel analiz kullanılmıştır. Araştırmanın bulgularına göre deprem eğitimi ile ilişkili 37 kazanım tespit edilmiştir. Ders kitaplarında deprem eğitimi ile ilişkili içeriklerin afet ve acil durum yönetiminin aşamalarına göre analizi sonucunda en fazla zarar azaltma ve önleme ile hazırlık aşamasına yönelik içeriklerin yer aldığı, müdahale ve iyileştirme aşamasından çok az bahsedildiği görülmüştür. Kazanımların taksonomik sınıflandırılması incelendiğinde 37 kazanımın tamamının bilişsel alanda yer aldığı tespit edilmiştir. Deprem eğitimi ile ilişkili kazanımların bilişsel alanın daha çok alt düzey basamaklarında bulunduğu, üst düzey basamaklarda çok az kazanımın yer aldığı sonucuna varılmıştır. Eğitim Programlarında deprem eğitimine yönelik içeriklere yer verilmesi için önerilerde bulunulmuştur.

Makale detayları

Examination of Formal Education Programs in Terms of Earthquake Education

Yazarlar:

Esra Can | Suat Çapuk

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitimde Program Değerlendirme

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1599-1615

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325707

pISSN:

1303-0493

Formal Education

Earthquake Education

CurriculumsÖrgün Eğitim

Deprem Eğitim

Öğretim Programları

Sayı

Makale detayları

Examination of Formal Education Programs in Terms of Earthquake Education

Yazarlar: Esra Can | Suat Çapuk

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Eğitimde Program Değerlendirme

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1599-1615

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001325707

pISSN: 1303-0493

Formal Education

Earthquake Education

CurriculumsÖrgün Eğitim

Deprem Eğitim

Öğretim Programları

Sayı

Yazarlar:

Esra Can | Suat Çapuk

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Eğitimde Program Değerlendirme

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1599-1615

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325707

pISSN:

1303-0493