Oyunla Öğretim Yaklaşımının Sosyal Bilgiler Dersinde Afet Bilinci Gelişimine Etkisi

Year 2025, Volume: 16 Issue: 2, 2796 - 2812, 28.08.2025

Ahmet Çopur , Samiye Kara , Sinem Tozoğlu

https://doi.org/10.51460/baebd.1684690

Abstract

Bu çalışma, oyun ve oyunlaştırma teknikleriyle desteklenen eğitimlerin, öğrencilerin deprem bilincini ve depremden korunma yöntemlerini öğrenmesindeki etkisini incelemektedir. Nicel yöntemlerle yürütülen araştırma, yarı deneysel desen kapsamında ön test-son test kontrol gruplu modeliyle tasarlanmıştır. Balıkesir'deki 5. sınıf öğrencileriyle gerçekleştirilen çalışmada, veriler SPSS 22 ile analiz edilmiştir. Geliştirilen "Deprem Çantası Hazırlama Oyunu", "Deprem Öncesi, Anı ve Sonrası Hazırlıklıyım Oyunu" ve "Deprem Avı" gibi etkinlikler, öğrencilerin deprem bilgilerinde anlamlı artış sağlamıştır. Ayrıca, deprem sırasında ve sonrasında gerekli becerilerin kazanılmasında olumlu sonuçlar gözlemlenmiştir. Oyunlaştırılmış eğitimlerin afet bilinci gibi kritik konularda etkin bir araç olduğu sonucuna varılmıştır. Gelecek araştırmaların farklı yaş grupları ve eğitim düzeylerinde oyun tabanlı öğrenmenin uzun vadeli etkilerini incelemesi önerilmektedir. Ayrıca, okullarda bu yöntemlerin yaygınlaşması için öğretmenlere materyal ve kaynak desteği sağlanmalıdır.

Keywords

Afet bilinci , deprem farkındalığı , oyunla öğretim

The Impact of a Game-based Teaching Approach on Developing Disaster Awareness in Social Studies Classes

Abstract

This study investigated the effects of game-supported education and gamification techniques on students’ learning of earthquake awareness and protection methods. Utilizing a quantitative approach, the research employed a quasi-experimental design with a pre-test–post-test control group model. The study was conducted with 5th grade students in Balıkesir, and data were analyzed using SPSS 22. Activities such as the “Earthquake Bag Preparation Game,” “I'm Prepared: Before, During, and After the Earthquake,” and “Earthquake Hunt” significantly improved students’ knowledge of earthquake preparedness. Additionally, the study observed positive outcomes in the development of essential skills for responding to earthquakes during and after such events. The findings indicate that gamified education is an effective tool for raising awareness and promoting learning on critical topics such as disaster preparedness. It is recommended that future research explore the long-term effects of game-based learning across different age groups and educational levels. Furthermore, supporting teachers with appropriate materials and resources is essential to facilitate the wider adoption of these methods in schools”.

Keywords

Disaster awareness , earthquake awareness , social studies

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