Research Article
BibTex RIS Cite
Year 2021, Volume: 11 Issue: 2, 429 - 448, 25.04.2021
https://doi.org/10.33403/rigeo.780909

Abstract

References

  • Abdul Rahim, N., & Abdullah, A. H. (2017). Kesediaan Guru Matematik Sekolah Menengah dalam Melaksanakan Proses Pembelajaran dan Pengajaran Abad ke-21. In: Isu-isu pendidikan kontemporari. Universiti Teknologi Malaysia, 1, 567-584.
  • Acar, O., Buber, A., & Tola, Z. (2015). The effect of gender and socio-economic status of students on their physics conceptual knowledge, scientific reasoning, and nature of science understanding. Procedia-Social and Behavioral Sciences, 174, 2753–2756. https://doi.org/10.1016/j.sbspro.2015.01.962.
  • Ayers, C. A. (2018). A first step toward a practice-based theory of pedagogical content knowledge in secondary economics. The Journal of Social Studies Research, 42(1), 61–79.
  • Bikar, S. S., Sharif, S., Talin, R., & Rathakrishnan, B. (2020). Students’ Perceptions about the Use of Minimalist Robotic Games in Geography Education. Review of International Geographical Education Online, 10(4), 584-595.
  • Bulunuz, N., & Jarrett, O. S. (2009). Understanding of Earth and Space Science Concepts: Strategies for Concept-Building in Elementary Teacher Preparation. School Science and Mathematics. 109(5), 276–286.
  • Chen, C., Yu, K., & Chen, M. (2012). Planning of professional teacher-training program for disaster prevention education and executing efficiency evaluation. Disaster Prevention and Management: An International Journal, 21(5), 608-623.
  • Chua, Y.P. (2014). Kaedah Penyelidikan Buku 1 (Vol. 3). Mc Graw Hill Education (Malaysia) Sdn. Bhd.
  • Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123.
  • Cohen, L., Manion, L., & Morrison, K. (2001). Research Methods in Education (5th ed.). Oxford: Routledge Falmer Publisher.
  • Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed). Boston, MA: Pearson Education.
  • Curriculum Standard Documentation and Assessment. (2015). Kuala Lumpur: Malaysian Ministry of Education.
  • Dorasamy, M., Raman, M., & Kaliannan, M. (2013). Knowledge management systems in support of disasters management: A two-decade review. Technological Forecasting and Social Change, 80(9), 1834-1853.
  • Edu, D.O., Edu, G.O., & Kalu, I. M. (2012). Influence of academic qualification and gender on teachers’ perception of difficult concepts in primary science in Ikom Educational Zone of Cross River State, Nigeria. Greener Journal of Educational Research, 2(2), 21–26.
  • Ersoy, S., & Kocak, A. (2015). Disasters and earthquake preparedness of children and schools in Istanbul, Turkey. Geomatics, Natural Hazards and Risk, 7(4), 1307–1336. https://doi.org/10.1080/19475705.2015.1060637.
  • Ewetan, T. O., & Ewetan, O. O. (2015). Teachers’ teaching experience and academic performance in mathematics and English Language in public secondary schools in Ogun State, Nigeria. International Journal of Humanities Social Sciences and Education (IJHSSE), 2(2), 123–134.
  • Fulmer, G. W. (2013). Constraints on conceptual change constraints on conceptual change: How elementary teachers’ attitudes and understanding of conceptual change relate to changes in students’ conceptions. Journal of Science Teacher Education, 24(7), 1219–1236. https://doi.org/10.1007/s10972-013-9334-3
  • Ganpatrao, J. S. (2014). Knowledge and practices of schoolteacher regarding disaster management. International Journal of Health System and Disaster Management, 2(2), 98–102. https://doi.org/10.4103/2347-9019.139055
  • Gay, L. R., & Airasian, P. (2003). Educational research: Competencies for analysis and application (7th ed.). Upper Saddle River, NJ: Pearson Education.
  • Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. The Academy of Management Review, 17(2): 183- 211.
  • Hanifah, M., Mohmadisa, H., Yazid, S., Nasir, N., Samsudin, S., & Balkhis, N. S. (2020). Determination of Physical Geographical Components in the Construction of Environmental Sustainability Awareness Index of the Malaysian Society. Asia-Pacific Social Science Review, 20(3), 142-152.
  • Hanson, R. (2016). Ghanaian Teacher Trainees’ Conceptual Understanding of Stoichiometry. Journal of Education and e-Learning Research, 3(1), 1–8. https://doi.org/10.20448/journal.509/2016.3.1/509.1.1.8.
  • Hoque, K. E., Razak, A. Z. A., Zohora, M. F., & Islam, R. (2013). Impact of teacher-gender on primary students’ achievement: A study at Malaysian standpoint. Journal of Sociological Research, 4(1), 124–144. https://doi.org/10.5296/jsr.v4i1.3295
  • Inaltun, H., & Ateş, S. (2015). Investigating relationships among pre-service science teachers’ conceptual knowledge of electric current, motivational beliefs and self-regulation. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1657–1676.
  • Izadkhah, Y. O., & Heshmati, V. (2007). Applicable Methods in Teaching Earthquakes to Children’s Learning. Proceedings of Fifth International Conference on Seismology and Earthquake Engineering. Iran: International Institute of Earthquake Engineering and Seismology (IIEES).
  • Jensen, B., Hernandez, A. S., Knoll. S., & Gonzalez. E.J. (2012). The Experience of New Teachers: Results from TALIS 2008. Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264120952-en
  • Johari, K., Ismail, Z., Osman, S., Othman, A. T. (2009). Pengaruh Jenis Latihan Guru dan Pengalaman Mengajar Terhadap Efikasi Guru Sekolah Menengah. Jurnal Pendidikan Malaysia, 34(2), 3–14.
  • Johnson, V. A. (2013). An impact evaluation of ShakeOut, an earthquake and tsunami drill in two coastal Washington state school districts. GNS Science Report, 2013(19), 1-37.
  • Kapucu, S., & Yildirim, U. (2012). Prospective physics teachers’ views on their knowledge about the new concepts in Turkish high school physics curricula. European Journal of Physics Education, 3(3), 1–14.
  • Kaya, B., & Aladag, C. (2017). Determining the Cognitive Structures of Geography Teacher Candidate on “Earthquake”. International Education Studies, 10(1), 122–136. https://doi.org/10.5539/ies.v10n1p122.
  • Kazunga, C., & Bansilal, S. (2017). Zimbabwean in-service mathematics teacher’ understanding of matrix operations. Journal of Mathematical Behavior, 47, 81–95. https://doi.org/10.1016/j.jmathb.2017.05.003.
  • King, T. A., Tarrant, R. A. C. (2013). Children’s knowledge, cognitions and emotions surrounding natural disasters: An investigation of year 5 students, Wellington, New Zealand. Australasian Journal of Disaster and Trauma Studies, 2013(1), 17–26.
  • Kini, T., & Podolsky, A. (2016). Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Palo Alto: Learning Policy Institute.
  • Kratz, J., & Schaal, S. (2015). Measuring PCK – Discussing the assessment of PCK related achievement in science teacher training. Procedia - Social and Behavioral Sciences, 191, 1552–1559. https://doi.org/10.1016/j.sbspro.2015.04.289.
  • Krejcie, R.V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
  • Lane, R. (2008). Students' alternative conceptions in geography. Geographical education, 21, 43-52.
  • Lane, R. (2015). Primary geography in Australia: Pre- Service primary teachers’ understandings of weather and climate. Review of International Geographical Education Online, 5(2), 199–217.
  • Lane, R., & Coutts, P. (2012). Students’ alternative conceptions of tropical cyclone causes and processes. International Research in Geographical and Environmental Education, 21 (3), 205–222. https://doi.org/10.1080/10382046.2012.698080
  • Lehane, L., & Bertram, A. (2016). Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research. Educacion Quimica, 27 (1), 52–58. https://doi.org/10.1016/j.eq.2015.09.004.
  • Lownsbery, D. S., & Flick, L. B. (2020). Examining middle school students’ knowledge and beliefs about earthquake and tsunami. Journal of Geoscience Education, 68(4), 1–13. doi:10.1080/10899995.2019.1707587.
  • Malaysian Meteorological Department. (2018). Seismic and tsunami hazards and risks study in Malaysia. Kuala Lumpur: MOSTI
  • Ministry of Education New Zealand. (2009). Approaches to Building Conceptual Understandings. (Chadwick. D, Eds.) Wellington: Learning Media Limited.
  • Mulilis, J. P. (1999). Gender and earthquake preparedness: A research study of gender issues in disaster management: differences in earthquake preparedness due to traditional stereotyping or cognitive appraisal of threat?. Australian Journal of Emergency Management,40(1), 41–50.
  • Mutch, C. (2015). Quiet heroes: Teachers and the Canterbury, New Zealand, earthquakes. Australasian Journal of Disaster and Trauma Studies, 19(2), 77–86.
  • Mutsau, S., & Billiat, E. (2015). Leveraging Schools Systems as a Locus for Disaster Risk Reduction in Zimbabwe. Journal of Education and Practice, 6(29), 163-169.
  • Neuman, W. L. (2014). Social Research Methods: Qualitative and Quantitative Approaches (7th ed.). Essex: Pearson Education Limited.
  • Ohnishi, K., & Mitsuhashi, H. (2013). Geography Education Challenges Regarding Disaster Mitigation in Japan. Review of International Geographical Education Online, 3(3), 230–240.
  • Panic, M., Kovacevic-Majkic, J., Miljanovic, D., & Miletic, R. (2013). Importance of natural disaster education - case study of the earthquake near the city of Kraljevo: First results. Journal of the Geographical Institute Jovan Cvijic, 63(1), 75–88. https://doi.org/10.2298/IJGI1211
  • Pokharel, A., Parajuli, P., & Parajuli, S. (2017). Knowledge Regarding Earthquake Preparedness among the People of Biratnagar Sub-Metropolis of Eastern Nepal. Birat Journal of Health Sciences, 2(2), 201-205. https://doi.org/10.3126/bjhs.v2i2.18527.
  • Preston, L. (2014). Australian primary pre-service teachers’ conceptions of geography. International Research in Geographical and Environmental Education, 23(4), 331-349. DOI: 10.1080/10382046.2014.946325.
  • Preston, L. (2015). Australian primary in-service teachers’ conceptions of geography, International Research in Geographical and Environmental Education, 24(2), 167-180. DOI: 10.1080/10382046.2014.993173
  • Rathakrishnan, B., Molugulu, N., Parasuraman, B., & Narasappa, K. (2012). The Relationship of Stress, Alcoholism and Sexual Behavior with Mental Health among Secondary School Students: A Study in Sabah, Malaysia. European Journal of Social Sciences, 31(3), 376-383.
  • Rathakrishnan, B., Rahim, S. A., Singh, S., & Jaafar, J. R. (2017). Job preferences among marginalised and non-marginalised youths: A multi-ethnic study in Sabah. Pertanika Journal of Social Sciences & Humanities, 25, 55-65. Retrieved from https://www.academia.edu/25641665/Job_Preferences_among_Youth_A_Multiethn ic_Study_in_Sabah.
  • Reitano, P., & Harte, W. (2016). Geography pre-service teachers’ pedagogical content knowledge. Pedagogies: An International Journal,11(4), 279-291.
  • Rice, J. K. (2010). The Impact of Teacher Experience Examining the Evidence and Policy Implications. National Center for Analysis of Longitudinal Data in Education Research.
  • Rodriguez, A. G., & Mckay, S. (2010). Professional Development for Experienced Teachers Working with Adult English Language. Caela Network Brief.
  • See, N. L. M. (2014). Mentoring and developing pedagogical content knowledge in beginning teachers. Procedia - Social and Behavioral Sciences, 123, 53-62.
  • Shiwaku, K., Ueda, Y., Oikawa, Y., & Shaw, R. (2016). School disaster resilience assessment in the affected areas of 2011 East Japan earthquake and tsunami. Natural Hazards, 82(1), 333-365. https://doi.org/10.1007/s11069016-2204-5
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4– 14.https://doi.org/10.3102/0013189X015002004
  • Simsek, C. L. (2007). Children’s ideas about earthquakes. Journal of Environmental & Science Education, 2(1), 14–19.
  • Singh, S. B. S., Rathakrishnan, B., Kiflee, D. N. A., Talip, R., Zulfikar & Arlyn, S. S. L. (2018). Penilaian Pengetahuan dan Kesedian Menghadapi Bencana Gempa Bumi dalam Kalangan Guru Sekolah di Ranau, Sabah. e-Bangi: Journal of Social Sciences and Humanities, 13(2), 73–88.
  • Singh, S. S. B., Rathakrishnan, B., Sharif, S., Talin, R., & Eboy, O. V. (2016). The effects of geography ınformation system (GIS) based teaching on underachieving students' mastery goal and achievement. Turkish Online Journal of Educational Technology-TOJET, 15(4), 119-134.
  • Sozen, E. (2019). The earthquake awareness levels of undergraduate students. Journal of Pedagogical Research, 3(2), 87-101. https://doi.org/10.33902/JPR.2019254175
  • Spittal, M. J., Walkey, F. H., McClure, J., Siegert, R. J., & Ballantyne, K. E. (2006). The earthquake readiness scale: The development of a valid and reliable unifactorial measure. Natural Hazards, 39(1), 15-29.
  • Tavsanli, O. F., & Kaldirim, A. (2017). Examining the Reading Habits, Interests, Tendencies of the Students Studying at the Faculty of Education and Analyzing the Underlying Reason behind Their Preferences. European Journal of Educational Research, 6(2), 145-156.
  • Taylor, M. (2011). Year 11 geography teachers’ response to the Darfield Earthquake. New Zealand Geographer, 67(3), 190–198. https://doi.org/10.1111/j.1745-7939.2011.01211.x
  • Throndsen, I., & Turmo, A. (2012). Gender differences in teachers’ beliefs and primary school children’s achievements in mathematics. Problems of Education in the 21st Century, 39, 159–170.
  • Toprak-Dereli, D., & Savaşcı-Açıkalın, F. (2018). Middle school students’ conceptual understanding of earthquakes. SHS Web of Conferences, 48, 01024. doi:10.1051/shsconf/20184801024
  • Torani, S., Majd, P.M., Maroufi, S.S., Dowlati, M., & Sheikhi, R.A. (2019). The importance of education on disasters and emergencies: A review article. Journal of Education and Health Promotion, 8, 85. doi: 10.4103/jehp.jehp_262_18.
  • Tuswadi & Hayashi, T. (2014). Disaster Prevention Education in Merapi Volcano Area Primary Schools: Focusing on Students’ Perception and Teachers’ Performance. Procedia Environmental Sciences, 20, 668–677.
  • Wachtendorf, T., Brown, B., & Nickle, M. C. (2008). Big bird, disaster masters, and high school students taking charge: The social capacities of children in disaster education. Child, Youth Environments, 18(1), 456–469.
  • Worden, D. (2018). Mediation and development of a novice L2 writing teacher’s pedagogical content knowledge of genre. Journal of English for Academic Purposes, 34, 12–27. https://doi.org/10.1016/j.jeap.2018.02.005.
  • Wright, S., & Wordsworth, R. (2013). Teaching Through 10,000 Earthquakes : Constructive Practice for Instructors in a Post-Disaster Environment. International Journal of Teaching and Learning in Higher Education, 25(2), 144– 153.
  • Zhang, Y., Weng, W.G., & Huang, Z. L. (2018). A scenario-based model for earthquake emergency management effectiveness evaluation. Technological Forecasting & Social Change, 128, 197–207.

Analyze the Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah

Year 2021, Volume: 11 Issue: 2, 429 - 448, 25.04.2021
https://doi.org/10.33403/rigeo.780909

Abstract

The Sabah Meteorological Department (2015) reports that in the next 20 years a large-scale earthquake will hit Sabah. This inevitability means that the local community needs to be sufficiently informed so as to be prepared for disaster. Formal education can be used as a medium for conveying knowledge about earthquakes. However, scholars believe that to impart such knowledge, teachers' understanding of earthquake concepts needs to be evaluated as they are the main sources of information on the topic. This study applied a concurrent triangulation mixed-method model to explore the understanding of earthquake concepts among Geography teachers in Ranau. The quantitative data were collected through a survey, while the qualitative data were collected through teachers' interviews. Random sampling methods were used to select 80 Geography teachers from nine secondary schools in Ranau, Sabah. Of these, 18 were selected through the purposive sampling method for interviews. Triangulation of quantitative and qualitative data revealed that the level of understanding of the earthquake concept and the level of readiness for an earthquake disaster is moderate. The findings also indicated that female teachers are more aware of the concept of earthquakes and male teachers are more prepared for them due to physical and emotional factors. Furthermore, senior teachers are more aware of the concepts and are more prepared for the earthquake than their junior colleagues. Finally, the findings of this study contribute to the science of earthquake education in Malaysia and aid Geography teachers, as well as assisting schools to help teachers improve their understanding of earthquake concepts.

References

  • Abdul Rahim, N., & Abdullah, A. H. (2017). Kesediaan Guru Matematik Sekolah Menengah dalam Melaksanakan Proses Pembelajaran dan Pengajaran Abad ke-21. In: Isu-isu pendidikan kontemporari. Universiti Teknologi Malaysia, 1, 567-584.
  • Acar, O., Buber, A., & Tola, Z. (2015). The effect of gender and socio-economic status of students on their physics conceptual knowledge, scientific reasoning, and nature of science understanding. Procedia-Social and Behavioral Sciences, 174, 2753–2756. https://doi.org/10.1016/j.sbspro.2015.01.962.
  • Ayers, C. A. (2018). A first step toward a practice-based theory of pedagogical content knowledge in secondary economics. The Journal of Social Studies Research, 42(1), 61–79.
  • Bikar, S. S., Sharif, S., Talin, R., & Rathakrishnan, B. (2020). Students’ Perceptions about the Use of Minimalist Robotic Games in Geography Education. Review of International Geographical Education Online, 10(4), 584-595.
  • Bulunuz, N., & Jarrett, O. S. (2009). Understanding of Earth and Space Science Concepts: Strategies for Concept-Building in Elementary Teacher Preparation. School Science and Mathematics. 109(5), 276–286.
  • Chen, C., Yu, K., & Chen, M. (2012). Planning of professional teacher-training program for disaster prevention education and executing efficiency evaluation. Disaster Prevention and Management: An International Journal, 21(5), 608-623.
  • Chua, Y.P. (2014). Kaedah Penyelidikan Buku 1 (Vol. 3). Mc Graw Hill Education (Malaysia) Sdn. Bhd.
  • Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123.
  • Cohen, L., Manion, L., & Morrison, K. (2001). Research Methods in Education (5th ed.). Oxford: Routledge Falmer Publisher.
  • Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed). Boston, MA: Pearson Education.
  • Curriculum Standard Documentation and Assessment. (2015). Kuala Lumpur: Malaysian Ministry of Education.
  • Dorasamy, M., Raman, M., & Kaliannan, M. (2013). Knowledge management systems in support of disasters management: A two-decade review. Technological Forecasting and Social Change, 80(9), 1834-1853.
  • Edu, D.O., Edu, G.O., & Kalu, I. M. (2012). Influence of academic qualification and gender on teachers’ perception of difficult concepts in primary science in Ikom Educational Zone of Cross River State, Nigeria. Greener Journal of Educational Research, 2(2), 21–26.
  • Ersoy, S., & Kocak, A. (2015). Disasters and earthquake preparedness of children and schools in Istanbul, Turkey. Geomatics, Natural Hazards and Risk, 7(4), 1307–1336. https://doi.org/10.1080/19475705.2015.1060637.
  • Ewetan, T. O., & Ewetan, O. O. (2015). Teachers’ teaching experience and academic performance in mathematics and English Language in public secondary schools in Ogun State, Nigeria. International Journal of Humanities Social Sciences and Education (IJHSSE), 2(2), 123–134.
  • Fulmer, G. W. (2013). Constraints on conceptual change constraints on conceptual change: How elementary teachers’ attitudes and understanding of conceptual change relate to changes in students’ conceptions. Journal of Science Teacher Education, 24(7), 1219–1236. https://doi.org/10.1007/s10972-013-9334-3
  • Ganpatrao, J. S. (2014). Knowledge and practices of schoolteacher regarding disaster management. International Journal of Health System and Disaster Management, 2(2), 98–102. https://doi.org/10.4103/2347-9019.139055
  • Gay, L. R., & Airasian, P. (2003). Educational research: Competencies for analysis and application (7th ed.). Upper Saddle River, NJ: Pearson Education.
  • Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. The Academy of Management Review, 17(2): 183- 211.
  • Hanifah, M., Mohmadisa, H., Yazid, S., Nasir, N., Samsudin, S., & Balkhis, N. S. (2020). Determination of Physical Geographical Components in the Construction of Environmental Sustainability Awareness Index of the Malaysian Society. Asia-Pacific Social Science Review, 20(3), 142-152.
  • Hanson, R. (2016). Ghanaian Teacher Trainees’ Conceptual Understanding of Stoichiometry. Journal of Education and e-Learning Research, 3(1), 1–8. https://doi.org/10.20448/journal.509/2016.3.1/509.1.1.8.
  • Hoque, K. E., Razak, A. Z. A., Zohora, M. F., & Islam, R. (2013). Impact of teacher-gender on primary students’ achievement: A study at Malaysian standpoint. Journal of Sociological Research, 4(1), 124–144. https://doi.org/10.5296/jsr.v4i1.3295
  • Inaltun, H., & Ateş, S. (2015). Investigating relationships among pre-service science teachers’ conceptual knowledge of electric current, motivational beliefs and self-regulation. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1657–1676.
  • Izadkhah, Y. O., & Heshmati, V. (2007). Applicable Methods in Teaching Earthquakes to Children’s Learning. Proceedings of Fifth International Conference on Seismology and Earthquake Engineering. Iran: International Institute of Earthquake Engineering and Seismology (IIEES).
  • Jensen, B., Hernandez, A. S., Knoll. S., & Gonzalez. E.J. (2012). The Experience of New Teachers: Results from TALIS 2008. Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264120952-en
  • Johari, K., Ismail, Z., Osman, S., Othman, A. T. (2009). Pengaruh Jenis Latihan Guru dan Pengalaman Mengajar Terhadap Efikasi Guru Sekolah Menengah. Jurnal Pendidikan Malaysia, 34(2), 3–14.
  • Johnson, V. A. (2013). An impact evaluation of ShakeOut, an earthquake and tsunami drill in two coastal Washington state school districts. GNS Science Report, 2013(19), 1-37.
  • Kapucu, S., & Yildirim, U. (2012). Prospective physics teachers’ views on their knowledge about the new concepts in Turkish high school physics curricula. European Journal of Physics Education, 3(3), 1–14.
  • Kaya, B., & Aladag, C. (2017). Determining the Cognitive Structures of Geography Teacher Candidate on “Earthquake”. International Education Studies, 10(1), 122–136. https://doi.org/10.5539/ies.v10n1p122.
  • Kazunga, C., & Bansilal, S. (2017). Zimbabwean in-service mathematics teacher’ understanding of matrix operations. Journal of Mathematical Behavior, 47, 81–95. https://doi.org/10.1016/j.jmathb.2017.05.003.
  • King, T. A., Tarrant, R. A. C. (2013). Children’s knowledge, cognitions and emotions surrounding natural disasters: An investigation of year 5 students, Wellington, New Zealand. Australasian Journal of Disaster and Trauma Studies, 2013(1), 17–26.
  • Kini, T., & Podolsky, A. (2016). Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Palo Alto: Learning Policy Institute.
  • Kratz, J., & Schaal, S. (2015). Measuring PCK – Discussing the assessment of PCK related achievement in science teacher training. Procedia - Social and Behavioral Sciences, 191, 1552–1559. https://doi.org/10.1016/j.sbspro.2015.04.289.
  • Krejcie, R.V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
  • Lane, R. (2008). Students' alternative conceptions in geography. Geographical education, 21, 43-52.
  • Lane, R. (2015). Primary geography in Australia: Pre- Service primary teachers’ understandings of weather and climate. Review of International Geographical Education Online, 5(2), 199–217.
  • Lane, R., & Coutts, P. (2012). Students’ alternative conceptions of tropical cyclone causes and processes. International Research in Geographical and Environmental Education, 21 (3), 205–222. https://doi.org/10.1080/10382046.2012.698080
  • Lehane, L., & Bertram, A. (2016). Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research. Educacion Quimica, 27 (1), 52–58. https://doi.org/10.1016/j.eq.2015.09.004.
  • Lownsbery, D. S., & Flick, L. B. (2020). Examining middle school students’ knowledge and beliefs about earthquake and tsunami. Journal of Geoscience Education, 68(4), 1–13. doi:10.1080/10899995.2019.1707587.
  • Malaysian Meteorological Department. (2018). Seismic and tsunami hazards and risks study in Malaysia. Kuala Lumpur: MOSTI
  • Ministry of Education New Zealand. (2009). Approaches to Building Conceptual Understandings. (Chadwick. D, Eds.) Wellington: Learning Media Limited.
  • Mulilis, J. P. (1999). Gender and earthquake preparedness: A research study of gender issues in disaster management: differences in earthquake preparedness due to traditional stereotyping or cognitive appraisal of threat?. Australian Journal of Emergency Management,40(1), 41–50.
  • Mutch, C. (2015). Quiet heroes: Teachers and the Canterbury, New Zealand, earthquakes. Australasian Journal of Disaster and Trauma Studies, 19(2), 77–86.
  • Mutsau, S., & Billiat, E. (2015). Leveraging Schools Systems as a Locus for Disaster Risk Reduction in Zimbabwe. Journal of Education and Practice, 6(29), 163-169.
  • Neuman, W. L. (2014). Social Research Methods: Qualitative and Quantitative Approaches (7th ed.). Essex: Pearson Education Limited.
  • Ohnishi, K., & Mitsuhashi, H. (2013). Geography Education Challenges Regarding Disaster Mitigation in Japan. Review of International Geographical Education Online, 3(3), 230–240.
  • Panic, M., Kovacevic-Majkic, J., Miljanovic, D., & Miletic, R. (2013). Importance of natural disaster education - case study of the earthquake near the city of Kraljevo: First results. Journal of the Geographical Institute Jovan Cvijic, 63(1), 75–88. https://doi.org/10.2298/IJGI1211
  • Pokharel, A., Parajuli, P., & Parajuli, S. (2017). Knowledge Regarding Earthquake Preparedness among the People of Biratnagar Sub-Metropolis of Eastern Nepal. Birat Journal of Health Sciences, 2(2), 201-205. https://doi.org/10.3126/bjhs.v2i2.18527.
  • Preston, L. (2014). Australian primary pre-service teachers’ conceptions of geography. International Research in Geographical and Environmental Education, 23(4), 331-349. DOI: 10.1080/10382046.2014.946325.
  • Preston, L. (2015). Australian primary in-service teachers’ conceptions of geography, International Research in Geographical and Environmental Education, 24(2), 167-180. DOI: 10.1080/10382046.2014.993173
  • Rathakrishnan, B., Molugulu, N., Parasuraman, B., & Narasappa, K. (2012). The Relationship of Stress, Alcoholism and Sexual Behavior with Mental Health among Secondary School Students: A Study in Sabah, Malaysia. European Journal of Social Sciences, 31(3), 376-383.
  • Rathakrishnan, B., Rahim, S. A., Singh, S., & Jaafar, J. R. (2017). Job preferences among marginalised and non-marginalised youths: A multi-ethnic study in Sabah. Pertanika Journal of Social Sciences & Humanities, 25, 55-65. Retrieved from https://www.academia.edu/25641665/Job_Preferences_among_Youth_A_Multiethn ic_Study_in_Sabah.
  • Reitano, P., & Harte, W. (2016). Geography pre-service teachers’ pedagogical content knowledge. Pedagogies: An International Journal,11(4), 279-291.
  • Rice, J. K. (2010). The Impact of Teacher Experience Examining the Evidence and Policy Implications. National Center for Analysis of Longitudinal Data in Education Research.
  • Rodriguez, A. G., & Mckay, S. (2010). Professional Development for Experienced Teachers Working with Adult English Language. Caela Network Brief.
  • See, N. L. M. (2014). Mentoring and developing pedagogical content knowledge in beginning teachers. Procedia - Social and Behavioral Sciences, 123, 53-62.
  • Shiwaku, K., Ueda, Y., Oikawa, Y., & Shaw, R. (2016). School disaster resilience assessment in the affected areas of 2011 East Japan earthquake and tsunami. Natural Hazards, 82(1), 333-365. https://doi.org/10.1007/s11069016-2204-5
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4– 14.https://doi.org/10.3102/0013189X015002004
  • Simsek, C. L. (2007). Children’s ideas about earthquakes. Journal of Environmental & Science Education, 2(1), 14–19.
  • Singh, S. B. S., Rathakrishnan, B., Kiflee, D. N. A., Talip, R., Zulfikar & Arlyn, S. S. L. (2018). Penilaian Pengetahuan dan Kesedian Menghadapi Bencana Gempa Bumi dalam Kalangan Guru Sekolah di Ranau, Sabah. e-Bangi: Journal of Social Sciences and Humanities, 13(2), 73–88.
  • Singh, S. S. B., Rathakrishnan, B., Sharif, S., Talin, R., & Eboy, O. V. (2016). The effects of geography ınformation system (GIS) based teaching on underachieving students' mastery goal and achievement. Turkish Online Journal of Educational Technology-TOJET, 15(4), 119-134.
  • Sozen, E. (2019). The earthquake awareness levels of undergraduate students. Journal of Pedagogical Research, 3(2), 87-101. https://doi.org/10.33902/JPR.2019254175
  • Spittal, M. J., Walkey, F. H., McClure, J., Siegert, R. J., & Ballantyne, K. E. (2006). The earthquake readiness scale: The development of a valid and reliable unifactorial measure. Natural Hazards, 39(1), 15-29.
  • Tavsanli, O. F., & Kaldirim, A. (2017). Examining the Reading Habits, Interests, Tendencies of the Students Studying at the Faculty of Education and Analyzing the Underlying Reason behind Their Preferences. European Journal of Educational Research, 6(2), 145-156.
  • Taylor, M. (2011). Year 11 geography teachers’ response to the Darfield Earthquake. New Zealand Geographer, 67(3), 190–198. https://doi.org/10.1111/j.1745-7939.2011.01211.x
  • Throndsen, I., & Turmo, A. (2012). Gender differences in teachers’ beliefs and primary school children’s achievements in mathematics. Problems of Education in the 21st Century, 39, 159–170.
  • Toprak-Dereli, D., & Savaşcı-Açıkalın, F. (2018). Middle school students’ conceptual understanding of earthquakes. SHS Web of Conferences, 48, 01024. doi:10.1051/shsconf/20184801024
  • Torani, S., Majd, P.M., Maroufi, S.S., Dowlati, M., & Sheikhi, R.A. (2019). The importance of education on disasters and emergencies: A review article. Journal of Education and Health Promotion, 8, 85. doi: 10.4103/jehp.jehp_262_18.
  • Tuswadi & Hayashi, T. (2014). Disaster Prevention Education in Merapi Volcano Area Primary Schools: Focusing on Students’ Perception and Teachers’ Performance. Procedia Environmental Sciences, 20, 668–677.
  • Wachtendorf, T., Brown, B., & Nickle, M. C. (2008). Big bird, disaster masters, and high school students taking charge: The social capacities of children in disaster education. Child, Youth Environments, 18(1), 456–469.
  • Worden, D. (2018). Mediation and development of a novice L2 writing teacher’s pedagogical content knowledge of genre. Journal of English for Academic Purposes, 34, 12–27. https://doi.org/10.1016/j.jeap.2018.02.005.
  • Wright, S., & Wordsworth, R. (2013). Teaching Through 10,000 Earthquakes : Constructive Practice for Instructors in a Post-Disaster Environment. International Journal of Teaching and Learning in Higher Education, 25(2), 144– 153.
  • Zhang, Y., Weng, W.G., & Huang, Z. L. (2018). A scenario-based model for earthquake emergency management effectiveness evaluation. Technological Forecasting & Social Change, 128, 197–207.
There are 73 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Soon Sıngh Bıkar 0000-0001-7272-484X

Zulfhıkar Rabe This is me

Balan Rathakrishnan

Publication Date April 25, 2021
Submission Date August 20, 2020
Acceptance Date April 25, 2021
Published in Issue Year 2021 Volume: 11 Issue: 2

Cite

APA Bıkar, S. S., Rabe, Z., & Rathakrishnan, B. (2021). Analyze the Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah. Review of International Geographical Education Online, 11(2), 429-448. https://doi.org/10.33403/rigeo.780909
AMA Bıkar SS, Rabe Z, Rathakrishnan B. Analyze the Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah. Review of International Geographical Education Online. April 2021;11(2):429-448. doi:10.33403/rigeo.780909
Chicago Bıkar, Soon Sıngh, Zulfhıkar Rabe, and Balan Rathakrishnan. “Analyze the Conceptual Understanding of Earthquakes Among Geography Teachers in Ranau, Sabah”. Review of International Geographical Education Online 11, no. 2 (April 2021): 429-48. https://doi.org/10.33403/rigeo.780909.
EndNote Bıkar SS, Rabe Z, Rathakrishnan B (April 1, 2021) Analyze the Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah. Review of International Geographical Education Online 11 2 429–448.
IEEE S. S. Bıkar, Z. Rabe, and B. Rathakrishnan, “Analyze the Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah”, Review of International Geographical Education Online, vol. 11, no. 2, pp. 429–448, 2021, doi: 10.33403/rigeo.780909.
ISNAD Bıkar, Soon Sıngh et al. “Analyze the Conceptual Understanding of Earthquakes Among Geography Teachers in Ranau, Sabah”. Review of International Geographical Education Online 11/2 (April 2021), 429-448. https://doi.org/10.33403/rigeo.780909.
JAMA Bıkar SS, Rabe Z, Rathakrishnan B. Analyze the Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah. Review of International Geographical Education Online. 2021;11:429–448.
MLA Bıkar, Soon Sıngh et al. “Analyze the Conceptual Understanding of Earthquakes Among Geography Teachers in Ranau, Sabah”. Review of International Geographical Education Online, vol. 11, no. 2, 2021, pp. 429-48, doi:10.33403/rigeo.780909.
Vancouver Bıkar SS, Rabe Z, Rathakrishnan B. Analyze the Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah. Review of International Geographical Education Online. 2021;11(2):429-48.