‘Earthquake Week’ Activity Application for High School Students

Sözcü, Ufuk

doi:10.14689/ejer.2021.92.14

Cited by 9 publications

(5 citation statements)

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“…As a result of the research, they emphasized that printed materials are more effective in providing motivation. Sözcü (2021) stated that regular practice and information seminars about earthquakes increase the earthquake awareness of the students and that the students are satisfied with such practices. Izadkhah and Heshmati (2007) compared six different teaching methods to give children earthquake education: singing, narrating dangerous places, playing with cards, playing with puppet gloves, drawing pictures, and role-playing.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Considering the earthquake education methods in the literature, it is noteworthy that game-based learning (GBL), drill and traditional (using materials such as brochures, posters, books, etc.) teaching methods are frequently used (Barreto, 2014; Chen, 2015; Feng et al, 2018; Navakanesh et al, 2019; Sözcü, 2021; Yeon et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Comparison of the digital game, drills, and traditional education methods in terms of motivation in earthquake education

Çoban

Göktaş

2022

E-Learning and Digital Media

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This research aims to investigate the impact of three different training methods (digital game, drill, and traditional education) on the motivation of the students to teach earthquake preparedness and earthquake prevention knowledge to primary school students. The explanatory design from the mixed-methods research was used in the study. The sample of the study consists of 294 students at the fourth-grade level in three different elementary schools in one of Turkey’s easternmost provinces. At the end of different educational methods, the motivation scale about the course was used to determine the motivations of the students. Focus group interviews were conducted with students randomly selected from each study group to examine in depth the reasons for the differentiation of motivation levels of the students. The findings showed that students who participated in the traditional education method were more motivated than the other methods of teaching. Besides, students who study with the digital game were found to be less motivated. In this study, the limitations and advantages of educational methods in terms of motivation were examined in-depth, and the reasons affecting motivation were discussed. The results can provide important insights to educators, educational game designers, and educational politicians.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Comparison of the digital game, drills, and traditional education methods in terms of motivation in earthquake education

Çoban

Göktaş

2022

E-Learning and Digital Media

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“…Education is an effective tool for the mitigation of earthquakes through the dissemination of information and implementation of measures. Especially formal education is an important opportunity for all students and their parents to get a comprehensive earthquake education (Sözcü, 2021). Countries at risk of the earthquake should consider earthquake data thoroughly.…”

Section: Introductionmentioning

confidence: 99%

The Position and Importance of Earthquake Education in the World

KORKMAZ

2023

Educatione

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Earthquake education is significant for students to raise awareness and improve knowledge related to earthquakes. Literature on earthquakes emphasizes that people with high awareness and increased knowledge can effectively cope with the devastating effects. At this point, traditional teaching methods, such as drills and theoretical lessons, are inadequate, but innovative methods like virtual reality (VR) technology is more promising. However, there is no consensus on the ideal type of earthquake education. In the world, earthquake education significantly differs. Even though some countries are located in regions that are prone to earthquakes, they do not consider earthquake education in schools. On the other hand, several countries include earthquake education in school curricula. Existing literature demonstrates the insufficiency of current earthquake education in countries like Mexico and Israel. Students have deficiencies in knowledge related to the earthquake in spite of the implementation of earthquake education in schools. Reviewing different countries implementing earthquake education allows us to create an ideal type of earthquake education. Therefore, this review aims to investigate earthquake education in different countries.

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“…This has caused various studies to be carried out to identify strategies and methods to provide knowledge of earthquake disasters to students in a more interactive way that is in line with 21st century learning technology (Muzani Cahyani et al, 2020;Mohadjer et al, 2021). The concept of integrating game methods by teachers in the teaching and learning process of earthquake in the classroom is able to support the teaching and learning process more effectively that is adapted to teaching aids or teaching aids (Zulfhikar, 2020;Feng et al, 2021;Ma et al, 2021;Mohadjer et al, 2021;Sözcü, 2021). However, in recent times, robot technology has become increasingly popular to help implement a better and systematic learning culture.…”

Section: Introductionmentioning

confidence: 99%

A Theoretical Framework to Study Conceptual Understanding and Earthquake Readiness Among School Students at Ranau, Sabah

Rabe

Singh²,

Mariappan³

et al. 2022

MJSSH

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School students are a group that is very vulnerable to the risk of earthquake disasters in schools. Hence, a clearer understanding of the concept of earthquakes and readiness for earthquakes is a key element that needs to be given special attention by teachers in educating students. This scenario has prompted various studies to be conducted to evaluate and identify methods and strategies to improve understanding of concepts and earthquake preparedness to students. This is to help reduce risk and build disaster resilience among students. Therefore, the integration of the use of robots in the game learning module is able to help students in understanding the important concepts of earthquakes and the readiness that need to be taken when facing this disaster. This is due to the potential of the inclusion of robots in the teaching and learning process of games to boost student intrinsic motivation, enhance their critical thinking, problem-solving, and metacognition skills, and make it simpler for them to understand difficult concepts. To ensure that the teaching and learning process of the robot game module is perfectly implemented and meets the learning objectives, it is crucial to choose the appropriate theory. This article suggests a theoretical framework based on inclusive review of literatures to explore conceptual understanding of earthquake and earthquake preparedness among school students at Ranau, Sabah.

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‘Earthquake Week’ Activity Application for High School Students

Cited by 9 publications

References 0 publications

Comparison of the digital game, drills, and traditional education methods in terms of motivation in earthquake education

Comparison of the digital game, drills, and traditional education methods in terms of motivation in earthquake education

The Position and Importance of Earthquake Education in the World

A Theoretical Framework to Study Conceptual Understanding and Earthquake Readiness Among School Students at Ranau, Sabah

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