I Am Learning Destructive Natural Disasters: Technology Enriched “My Hero Water Drop Activity"

Year 2023, Volume: 10 Issue: 5, 64 - 80, 01.09.2023

Fulya Öner Armağan Sedef Canbazoğlu Bilici Aslı Saylan Kırmızıgül Sümeyye Demirezen

https://doi.org/10.17275/per.23.75.10.5

Abstract

In this study, it is aimed to develop the technology - enriched "My Hero Water Drop" activity for use in synchronous distance education courses and to gather student opinions about this interactive activity. The activity focused on natural phenomena such as earthquakes, floods, volcanic eruptions, landslides, hurricanes and tornados, aiming to facilitate learning through research. In addition, the development of social skills such as cooperation within the group in order to get rewards is embedded in the activity, developing a sense of responsibility by sharing different tasks, and showing respect by waiting for the other team's turn when the turn passes were taken into consideration. The participants of the research were determined by convenience sampling, and the study was conducted with ten 5th-grade students (six girls, four boys) during five class hours. Following the implementation of the activity, semi-structured interviews were conducted with five students to evaluate their opinions on the activity. Descriptive analysis method was used in the analysis of the data. The results of the research indicated that the students found the technology - enriched “My Hero Water Drop” activity beneficial for learning about precautions against natural disasters, and they also expressed that the activity was enjoyable.

Keywords

destructive natural disasters, activity development, case study

References

• Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71-80. https://doi.org/10.1016/j.iheduc.2008.05.002
• Alimova, M. A. (2023). Using the internet service “Baamboozle” when creating a gamified educational environment in English classes. American Journal of Pedagogical and Educational Research, 8, 106-113.
• Altundaş, M. (2019). Örnek olay öğretim yönteminin 10. sınıf coğrafya dersi çevre ve toplum ünitesindeki akademik başarı ve kalıcılığa etkisi. [The effects of case study teaching method on academic success and permanence in environment and community unit of 10th grade geography class]. Unpublished master’s thesis, Atatürk University.
• Avcı Yücel, Ü. (2017). Perceptions of pedagogical formation students about Web 2.0 tools and educational practices. Education and Information Technologies, 22, 1571-1585. https://doi.org/10.1007/s10639-016-9508-7
• Benzer, S. & Arpalık, A. (2021). The knowledge levels of secondary school students in different earthquake regions about earthquake. Anadolu Journal of Cultural Studies, 5(2), 107-119.
• Bishop, M. J. & Elen, J. (2014). Emerging technologies. In J. M. Spector, M. D. Merrill, M. J. Bishop, & J. Elen (Eds.), Handbook of Research on Educational Communications and Technology (pp. 673-674). New York, NY: Springer Science+Business Media.
• Bozyiğit, R. & Kaya, B. (2017). Determining the cognitive structures of geography pre-service teachers on some concepts related to the natural disasters. Marmara Geographical Review, 35, 55-67. https://doi.org/10.14781/mcd.291146
• Buluş Kırıkkaya, E., Oğuz Ünver, A., & Çakın, O. (2011). Teachers views on the topic of disaster education at the field on elementary science and technology curriculum. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(1), 24-42.
• Centre for Research on the Epidemiology of Disasters (CRED). (2015). EM-DAT: International disaster database. University of Catholique de Louvain, Brussels, Belgium. Retrieved March 9, 2023 from http://www.em-dat.net
• Chen, Y. M. (2022). Understanding foreign language learners’ perceptions of teachers' practice with educational technology with specific reference to Kahoot! and Padlet: A case from China. Education and Information Technologies, 27(2), 1439-1465. https://doi.org/10.1007/s10639-021-10649-2
• Chung, S. C., & Yen, C. J. (2016). Disaster prevention literacy among school administrators and teachers: A study on the plan for disaster prevention and campus network deployment and experiment in Taiwan. Journal of Life Sciences, 10, 203-214. https://doi.org/10.17265/1934-7391/2016.04.006
• Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
• Cvetković, V. M., & Stanišić, J. (2015). Relationship between demographic and environmental factors and knowledge of secondary school students on natural disasters. Journal of the Geographical Institute Jovan Cvijic Sasa, 65(3), 323-340. https://doi.org/10.2298/IJGI1503323C
• Dereli, D. (2019). Ortaokul öğrencilerinin depremle ilgili kavram yanılgılarının araştırılması [The analysis of middle school students' misconceptions of earthquakes]. Unpublished master’s thesis, İstanbul University.
• Dewitt, D., Alias, N., & Siraj, S. (2015). Collaborative learning: Interactive debates using Padlet in a higher education institution. Journal of Educational Technology and Society, 17(1), 89-101.
• Dikmenli, Y. & Gafa, İ. (2017). Perception of disaster at different educational stages. Mehmet Akif Ersoy University Journal of Education Faculty, 44, 21-36. https://doi.org/10.21764/maeuefd.335007
• Doğan, E. & Koç, H. (2017). Sosyal bilgiler dersinde deprem konusunun dijital oyunla öğretiminin akademik başarıya etkisi [The impact of instruction through digital games on students’ academic achievement in teaching earthquakes in a social science class]. International Journal of Turkish Education Sciences, 5(8), 90-100. https://dergipark.org.tr/en/pub/goputeb/issue/34591/382010
• Duman, N. (2018). Determination of misconceptions in disaster education with concept cartoons: The case of flood and overflow. International Journal of Environmental & Science Education, 13(10), 831-843.
• Efe, H., & Umdu Topsakal, Ü. (2021). Opinions of pre-service teachers on the use of educational digital games in science lessons. Shanlax International Journal of Education, 10(1), 45-57. https://doi.org/10.34293/education.v10i1.4284
• El Mhouti, A., Nasseh, A., Erradi, M., & Vasquèz, J. M. (2017). Enhancing collaborative learning in Web 2.0-based e-learning systems: A design framework for building collaborative e-learning contents. Education and Information Technologies, 22, 2351-2364. https://doi.org/10.1007/s10639-016-9545-2
• Fırat, A. (2019). Coğrafya eğitiminde öyküleştirme yönteminin kullanılmasının öğrencinin akademik başarısına etkisi [The effect of using storyline method on students’ academic achievement on geography teaching]. Unpublished master’s thesis, Gazi University, Ankara.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in education. New York: McGraw Hill.
• Gençoğlu, S. E. (2019). 6.sınıf öğrencilerinin doğal afetlere yönelik bilişsel yapılarının kelime ilişkilendirme testi(KİT) yoluyla incelenmesi [Investigation the 6th grade students’ perceptions about natural disasters trough the word association tests]. Unpublished master’s thesis, Niğde University.
• Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Ectj, 30(4), 233-252.
• Gutierrez, M., Coulter, B., & Goodwin, D. R. (2002). Natural disasters workshop integrating hands-on activities, internet-based data, and GIS. Journal of Geoscience Education, 50(4), 437-443. https://doi.org/10.5408/1089-9995-50.4.437
• İnal, E. & Arslanbaş, F. (2021). In teaching Turkish as a foreign language communication focused web 2.0 tools and application examples. Journal of Bayburt Education Faculty, 16(Special issue), 228-249.
• Karaca, M., Öner Armağan, F., & Bektaş, O. (2021). Educational card game example: Mitosis and meiosis division. Dicle University Journal of Ziya Gökalp Faculty of Education, 1(40), 9-20.
• Karagöz, M. (2019). Coğrafya dersi deprem ve yangın afeti konularının öğretiminde ters yüz edilmiş sınıf modelinin akademik başarıya etkisi [The effect of flipped classroom model on academic achievement levels of students who have been taught earthquake and fire disaster subjects on geography lessons]. Unpublished master’s thesis, Gazi University.
• Karakuş, U. (2019). The investigation of social studies candidates’ perceptions on conceptions about natural disaster though the word associations tests. Cumhuriyet International Journal of Education, 8(3), 735-751.
• Karamustafaoğlu, O. & Yurtyapan, E. (2016). The teaching of "Absorption of Light" subject in seventh grade science course with educational games: Color game case. Route Educational and Social Science Journal, 3(4), 81-94. https://doi.org/10.17121/ressjournal.550
• Kısa, G. (2019). 2018 sosyal bilgiler öğretim programına uygun (4. 5. ve 7. sınıflara) doğal afetler konusunda etkinlik önerileri [Activity recommendations about natural disasters matching with 2018 social studies curriculum]. Unpublished master’s thesis, Balıkesir University.
• Kıvrak, Ö. (2019). Karabük ilinde deprem farkındalığı mevcut durumunun ve deprem eğitiminin öğrenciler üzerindeki etkisinin araştırılması. [The research about the present condition of earthquake awareness in Karabük and the effect of earthquake education on students]. Unpublished master’s thesis. Karabük University.
• Merriam, S. B. & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons.
• Ministry of National Education (2018a). Science curriculum (primary and middle school 3, 4, 5, 6, 7 and 8th grades). http://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20BİLİMLERİ%20ÖĞRETİM%20PROGRAMI2018.pdf
• Ministry of National Education (2018b). Social studies curriculum (primary and middle school 3, 4, 5, 6, 7 and 8th grades). http://mufredat.meb.gov.tr/Dosyalar/201812103847686-SOSYAL%20BİLGİLER%20ÖĞRETİM%20PROGRAMI%20.pdf.
• Next Generation Science Standards (NGSS) Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academy Press.
• Pınar, A. (2017). What is secondary school students’ awareness on disasters? A Case study. Review of International Geographical Education Online, 7(3), 315-331.
• Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
• Prensky, M. (2007). How to teach with technology: Keeping both teachers and students comfortable in an era of exponential change. Emerging Technologies for Learning, 2(4), 40-46. https://doi.org/10.1108/10748120110424816
• Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35. https://doi.org/10.21839/jaar.2018.v3iS1.165
• Santos-Reyes, J., Santos-Reyes, G., Gouzeva, T., & Velazquez-Martinez, D. (2017). Schoolchildren's earthquake knowledge, preparedness, and risk perception of a seismic-prone region of Mexico. Human and Ecological Risk Assessment: An International Journal, 23(3), 494-507. https://doi.org/10.1080/10807039.2016.1188368
• Solmaz, F., & Kaymak, F. (2012). Sixth grade primary school students’ misconceptions about flood. International Social Science Education of Journal, 2(2), 137-147.
• Spires, H. A., Lee, J. K., & Turner, K. A. (2008). Having our say: Middle grade student perspectives on school, technologies, and academic engagement. Journal of Research on Technology in Education, 40(4), 497-515. https://doi.org/10.1080/15391523.2008.10782518
• Şahin Çakır, Ç., Akan, G., Naldemir, T., Soytürk, N., & Günay, K. (2020). Introduction of cell poly game, students’, teacher’s opinions and researcher's observations about the game. Journal of Science Mathematics Entrepreneurship and Technology Education, 3(3), 174-196.
• Şahan, C. (2019). Afet eğitim merkezinde simülasyon yöntemi kullanılarak verilen afet ve deprem eğitimlerinin ortaokul öğrencileri üzerindeki etkisinin incelenmesi [Examination on the effect of disaster and earthquake education given by using simulation method on secondary school students in disaster education center]. Unpublished master’s thesis, Çanakkale Onsekiz Mart University.
• Tekin, Ö. (2020). Sınıf öğretmeni adaylarının afet bilinci algısı ve deprem bilgi düzeyi [Primary school teacher candidates' disaster awareness perception and earthquake knowledge level]. Unpublished master’s thesis, Kırşehir Ahi Evran University.
• Tokcan, H. & Yiter, E. (2017). Examining the 5th grade students’ perceptions about natural disaster through the word association tests. Ahi Evran University Journal of Kırşehir Education Faculty, 18(1), 115-129.
• Turan, İ., & Kartal, A. (2012). The misconcepts of the fifth grade students on natural disasters. Ahi Evran University Journal of Kırşehir Education Faculty, 13(3), 67-81.
• Ursavaş, M. (2016). Ortaokul sosyal bilgiler programında yer alan doğal afetler konularına yönelik öğrencilerin, farkındalık, bilinç düzeyleri ve görüşlerinin incelenmesi (Burdur ili örneği) [The observation of views and the consciousness level of students towards natural disasters which take place in secondary school social studies curriculum (The example of Burdur city)]. Unpublished master’s thesis, Mehmet Akif Ersoy University.
• Uzunyol, B. (2013). 8. sınıf öğrencilerinin doğal afetler hakkındaki bilgi düzeylerinin çeşitli değişkenlere göre incelenmesi [Examination of 8th grade students' knowledge levels about natural disasters according to various variables]. Unpublished master’s thesis, Niğde University.
• Ünal, K. (2021). İlkokul İngilizce öğretim programına yönelik web 2.0 destekli etkinlik örnekleri [Examples of web 2.0 supported activities for the primary school English curriculum]. In Ü. İzgi Onbaşılı & Sezginsoy Şeker (Eds.), İlkokul Programlarına Yönelik Web 2.0 Araçlarıyla Desteklenmiş Etkinlik Örnekleri [Examples of Activities Supported by Web 2.0 Tools for Primary School Curricula] (p. 215-247). Nobel Publishing.
• Varinlioğlu, S., Öner Armağan, F., & Bektaş, O. (2022). Guidance material development for the topic of evaporation and boiling and students’ views. Journal of Inquiry Based Activities, 12(1), 29-50.
• Yin, R. K. (2009). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
• URL-1. Retrieved September 28, 2022, from: https://www.youtube.com/watch?v=tTY1pENb4VA
• URL-2. Retrieved October 1, 2022, from: https://www.youtube.com/watch?v=2e2F86TBb_0