Education in Disaster Situations: The Impact of The Kahramanmaraş Earthquake on Teachers' Experiences

Yıl 2023, Cilt: 13 Sayı: 4 (Special Issue - Disaster Education and Education in Disaster Regions), 650 - 684, 31.12.2023

Faruk Arıcı Hasan Bozkaya Ekrem Cengiz Memet Kuzey

https://doi.org/10.19126/suje.1375691

Cited By: 1

Öz

This study examines how the earthquake that occurred on February 6, 2023, in Kahramanmaraş, Turkey, has affected educational activities in the region. The research utilized questionnaires to survey teachers and gather information about the main problems they experienced after the earthquake and their solution suggestions. The findings provide valuable insights for educators and policymakers to tackle the challenges teachers and students face after a natural disaster. The study employed a basic qualitative research design within qualitative research methods. The study group comprised 42 volunteer teachers from eleven different Turkish provinces at various education levels who experienced the February 6, 2023, earthquake centered in Kahramanmaraş and participated in educational activities in the same area following the earthquake. The group of research participants was selected through easily accessible case sampling, one of the types of purposeful sampling. The data collected underwent content analysis. As per the study results, teachers detected issues that have arisen after the earthquake in the realms of educational infrastructure, psychosocial well-being, security, communication, and other factors. They then devised individual and collaborative solutions to address these challenges. Additionally, the study discussed the proposed solutions of teachers for addressing the psychosocial issues that students face in the aftermath of an earthquake. It provides crucial insights for comprehending the problems in post-earthquake education and extending support to students. Teachers' recommendations for enhancing earthquake education and awareness can significantly aid future preparedness and crisis management.

Anahtar Kelimeler

earthquake, education, disaster situations, teacher perspectives

Etik Beyan

Çalışma etik ilkelere uygun olarak yürütülmüştür.

Destekleyen Kurum

.

Proje Numarası

.

Teşekkür

.

Kaynakça

• Adıgüzel, S. (2007). The competency of the primary school administrators on the crisis management related to the earthquake. (Thesis Number: 219277). [Master thesis], Yildiz Technical University Institute of Social Sciences.
• Aghakouchak, A., Huning, L. S., Chiang, F., Sadegh, M., Vahedifard, F., Mazdiyasni, O., Moftakhari, H., & Mallakpour, I. (2018). How do natural hazards cascade to cause disasters? Nature Publishing Group.
• Açıkalın, O. (2018). Critical assessment to literature on socially oriented earthquake studies in Turkey, Resilience, 2(2), 85-104. https://doi.org/10.32569/resilience.486976
• Akpolat, Y., Kaya, G., Caliskan, A., & Karaagac, S. (2021). A sociological study on affected people by the Izmir earthquake: analysis of social awareness in relation to the earthquake. Dokuz Eylül University Journal of Institute of Social Sciences, 23(2), 723-753. https://doi.org/10.16953/deusosbil.841864
• Aral, N. (2023). The effect of the earthquake on children. Journal of Child and Development (J-CAD), 6(11), 93-105. https://doi.org/10.36731/cg.1299175
• Arslan M. (2023). The problems faced by school principals after the February 6 Kahramanmaraş earthquake and the suggestions for solutions for these problems. International Journal of Social and Humanities Sciences Research (JSHSR), 10(97), 1550-1559. https://doi.org/10.5281/zenodo.8200750
• Aziz, A. (2015). Research methods and techniques in social sciences. Ankara. Nobel Publications.
• Baytiyeh, H. (2018). Online learning during post-earthquake school closures. Disaster Prevention and Management: An International Journal, 27(2), 215-227. https://doi.org/10.1108/DPM-07-2017-0173
• Berelson, B. (1952). Content analysis in communication research. Free Press.
• Bilgin, N. (2006). Content analysis techniques and case studies in social sciences. Ankara: Siyasal Bookstore. Bursalıoğlu, Z. (2021). New structure and behavior in school management. Ankara: Pegem Academy Publications.
• Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and psychological measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
• Creswell, J. W. (2017). Research design- qualitative, quantitative, and mixed methods approaches (Third edition). Sage Publications Inc.
• Cutter, S. L. (2018). Compound, cascading, or complex disasters: what's in a name?. Environment: Science and Policy for Sustainable Development, 60(6), 16-25. https://doi.org/10.1080/00139157.2018.1517518
• Çavuş, R., & Balçın, D. (2020). The examination of the effect of earthquake education center trip on attitudes towards earthquake of secondary school students. Gaziantep University Journal of Educational Sciences, 4(2), 55-72. Retrieved from: https://dergipark.org.tr/en/pub/guebd/issue/59201/795094
• Çoban, M., Sözbilir, M., & Göktaş, Y. (2017). Determining preparation perceptions before earthquake of individuals experienced earthquake: A case study, Eastern Geographical Review, 22(37), 113-134. https://doi.org/10.17295/ataunidcd.281721
• de Ruiter, M., Couasnon, A., van den Homberg, M., Daniell, J., Gill, J., & Ward, P. (2019, January). How can we better understand the risk and impacts of consecutive disasters in developing countries?. In Geophysical Research Abstracts (Vol. 21).
• Değirmenci, Y., Kuzey, M., & Yetişensoy, O. (2019). Disaster awareness and education in social studies textbooks. e-Kafkas Journal of Educational Research, 6(2), 33-46. Retrieved from: https://dergipark.org.tr/en/download/article-file/817656
• Demir Yıldız, C., & Demir Öztürk, E. (2023). Metaphorical perceptions of university students regarding earthquake. Journal of University Research, 6(3), 308-316. https://doi.org/10.32329/uad.1313899
• Demirci, A., & Yıldırım, S. (2015). The evaluation of the earthquake awareness of the secondary school students in Istanbul. Journal of National Education, 207, 89-118. Retrieved from: https://dergipark.org.tr/en/pub/milliegitim/issue/36937/422286
• Dufty, N. (2009), Natural hazards education in Australian schools: How can we make it more effective? The Australian Journal of Emergency Management, 24(2), 13-16. https://doi.org/10.3316/informit.878165655956336
• Dyregrov, A.,Yule, W., & Olff, M. (2018) Children and natural disasters, European Journal of Psych Traumatology, 9(2), 1-4. https://doi.org/10.1080/20008198.2018.1500823
• Ertürk, S. (2016). Program development in education. Ankara: Edge Academy Publishing.
• Gezer, M., & Şahin, İ., F. (2022). Earthquake education: The knowledge levels of social studies teacher candidates on earthquake. Erzincan University Journal of Education Faculty, 24(1), 97-106. https://doi.org/10.17556/erziefd.941878
• Güçlüol, K. (1991). Educational planning and quality problem. Quality development in education. In Education. Proceedings of 1st Symposium. Istanbul: General Directorate of Kültür College.
• Finnis, K., Standring, S., Johnston, D., & Ronan, K. (2004), Children's understanding of natural hazards in Christchurch, New Zealand. The Australian Journal of Emergency Management, 19(2), 11-20. https://doi.org/10.3316/informit.370460141768698
• Gill, J. C., & Malamud, B. D. (2014). Reviewing and visualizing the interactions of natural hazards. Reviews of Geophysics, 52(4), 680-722. https://doi.org/10.1002/2013RG000445
• Houston, J. B. (2012). Public disaster mental/behavioral health communication: Intervention across disaster phases. Journal of Emergency Management, 10(4), 283-292. https://doi.org/10.5055/jem.2012.0106
• İnal, E., Kaya, E., & Altıntaş, K. H. (2018). Evaluating the formal education in terms of suffıciency of disaster education in Turkey, Atatürk University Kazım Karabekir Education Faculty Journal, 37, 114-127. Retrieved from: https://dergipark.org.tr/en/pub/ataunikkefd/issue/41724/463823
• Johnston, D., Tarrant, R., Tipler, K., Coomer, M., Pedersen, S., & Carside, R. (2011). Preparing schools for future earthquakes in New Zealand: Lessons from an evaluation of a Wellington school exercise. Australian Journal of Emergency Management, 26(1), 24-30. https://doi.org/10.3316/ielapa.805914254008026
• Karagel, D. (2019). Pre-disaster (disaster risk management). In R. Sever, Disasters and disaster management (pp. 144-159). Ankara: Pegem Akademi.
• Karagel, H. (2019). Disaster moment and after (disaster crisis management). ). In R. Sever, Disasters and disaster management (pp.159-181). Ankara: Pegem Akademi.
• Kaya, H. (2010). Metaphors developed by secondary school students towards" earthquake" concept. Educational Research and Reviews, 5(11), 712-718. Retrieved from: https://academicjournals.org/journal/ERR/article-full-text-pdf/F6326FB4208.pdf
• Krippendorff, K. H. (1986). Information theory: Structural models for qualitative data (Quantitative Applications in the Social Sciences). SAGE Publications, Inc.
• Kuzey, M., & Göçgen, S. (2021). Adult's vital memories and disaster awareness. Journal of Disaster and Risk, 4(2), 331-350. https://doi.org/10.35341/afet.975939
• Lai, B. S., Esnard, A. M., Wyczalkowski, C., Savage, R., & Shah, H. (2019). Trajectories of school recovery after a natural disaster: Risk and protective factors. Risk, Hazards, & Crisis in Public Policy, 10(1), 32–-51. https://doi.org/10.1002/rhc3. 12158.
• Landis, J. R., & Koch, G. G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, 33(2), 363-374. https://doi.org/10.2307/2529786
• Masten, A. S., Narayan, A. J., Silverman, W. K., & Osofsky, J. D. (2015). Children in war and disaster. Handbook of Child Psychology and Developmental Science, 4, 1-42. https://doi.org/10.1002/9781118963418.childpsy418
• Masten, A. S., & Obradovic, J. (2008). Disaster preparation and recovery: Lessons from research on resilience in human development. Ecology and Society, 13(1), 9. https://doi.org/10.5751/ES-02282-130109
• Masten, A. S., & Narayan, A. J. (2012). Child development in the context of disaster, war, and terrorism: Pathways of risk and resilience. Annual Review of Psychology, 63(1), 227-257. https://doi.org/10.1146/annurev-psych-120710-100356
• Merriam S. B (2018). A guide to qualitative research, design and practice. (Trans. Ed. S. Turan), Ankara: Nobel Publishing.
• Metin, O., & & Ünal, Ş. (2022), The content analysis technique: its use in communication sciences and Ph.D. theses in sociology. Anadolu University Journal of Social Sciences, 22(2), 273-294. https://doi.org/10.18037/ausbd.1227356
• Mcaneney, J., Mcaneney, D., Musulin, R., Walker, G., & Crompton, R. (2015). Government. sponsored natural disaster insurance pools: A view from down-under. International Journal of Disaster Risk Reduction, 15, 1-9. https://doi.org/10.1016/j.ijdrr.2015.11.004
• Mızrak, S. (2018). Education, disaster education and community disaster. MSKU Journal of Education, 5(1), 56-67. https://doi.org/10.21666/muefd.321970
• Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
• Mohadjer, S., Bendick, R., Halvorson, S. J., Saydullaev, U., Hojiboev, O., Stickler, C., & Adam, Z. R. (2010). Earthquake emergency education in Dushanbe, Tajikistan. Journal of Geoscience Education, 58(2), 86-94. Retrieved from: https://eric.ed.gov/?id=EJ1164614
• Mooney, M., Tarrant, R., Paton, D., Johnston, D., & Johal, S. (2021). The school community contributes to how children cope effectively with a disaster. Pastoral Care in Education, 39(1), 24-47. https://doi.org/10.1080/02643944.2020. 1774632
• Mutch, C. (2014). The role of schools in disaster preparedness, response and recovery: What can we learn from the literature? Pastoral Care in Education, 32(1), 5-22. https://doi.org/10.1080/02643944.2014.880123
• Mutch, C. (2015). The role of schools in disaster settings: Learning from the 2010-2011 New Zealand earthquakes. International Journal of Educational Development, 41, 283-291. https://doi.org/10.1016/j.ijedudev.2014.06.008
• Nakajima, S. (2012). Post-Earthqake psychology. Okmeydanı Medical Journal, 28(2), 150-155. Retrieved from: https://jag.journalagent.com/z4/download_fulltext.asp?pdir=eamr&plng=eng&un=OTD-29290
• Norris, F. H., Friedman, M. J., Watson, P. J., Byrne, C. M., Diaz, E., & Kaniasty, K. (2002). 60.000 disaster victims speak: Part I. An empirical review of the empirical literature, 1981-2001. Psychiatry, 65(3), 207-239. https://doi.org/10.1521/psyc.65.3.207.20173
• Ong, A. K. (2021). Factors affecting intention to prepare for mitigation of "the big one". International Journal of Disaster Risk Reduction, 63, 1-13. https://doi.org/10.1016/j.ijdrr.2021.102467
• Öcal, A. (2005). The evaluation of earthquake education in the elementary school social studies courses. Gazi University Gazi Faculty of Education Journal, 25(1), 169-184. Retrieved from: https://dergipark.org.tr/en/pub/gefad/issue/6757/90874
• Özey, R. (2011). Geography of disasters. Istanbul: Aktif Publishing.
• Öztürk, M. (2013). A research on earthquake experiences of primary school teacher candidates, Hacettepe University Journal of Education, 28(1), 308-319. Retrieved from: http://www.efdergi.hacettepe.edu.tr/shw_artcl-149.html
• Pescaroli, G., & Alexander, D. (2018). Understanding compound, interconnected, interacting, and cascading risks: A holistic framework. Risk Analysis, 38(11), 2245-2257. https://doi.org/10.1111/risa.13128
• Peek, L. (2008). Children and disasters: Understanding vulnerability, developing capacities, and promoting resilience-an introduction. Children Youth and Environments, 18(1), 1-29. https://doi.org/10.1353/cye.2008.0052
• Pacheco, E. M., Parrott, E., Oktari, R. S., & Joffe, H. (2022). How schools can aid children’s resilience in disaster settings: The contribution of place attachment, sense of place and social representations theories. Frontiers in Psychology, 13, 1004022-100422. https://doi.org/10.3389/FPSYG.2022.1004022
• Robinson, S., Murphy, H., & Bies, A. (2014). Structured to partner: School district collaboration with nonprofit organizations in disaster response. Risk, Hazards, & Crisis in Public Policy, 5(1), 77-95. https://doi.org/10.1002/RHC3.12047
• Ronan, K. R., Crellin, K., Johnston, D. M., Finnis, K., Paton, D. & Becker, J. (2008), Promoting child and family resilience to disasters: Effects, interventions, and prevention effectiveness, Children, Youth and Environments, 18(1), 332-353. https://doi.org/10.1353/cye.2008.0045
• Sever, R. (2019). Natural disasters. In R. Sever, Disasters and disaster management (pp. 14-45). Ankara: Pegem Academy.
• Shaw, R., Kobayashi, S. H., & Kobayash, M. (2004). Linking experience, education, perception and earthquake preparedness. Disaster Prevention and Management: An International Journal, 13(1), 39-49.
• Sözcü, U. (2019). Natural disasters and natural disaster literacy. Ankara: Pegem Akademi.
• Sözen, E. (2019). The earthquake awareness levels of undergraduate students. Journal of Pedagogical Research, 3(2), 87-101. Retrieved from: https://eric.ed.gov/?id=EJ1292779
• Sucu, H. (2021). Cognitive of 11th grade students towards natural disasters investigation of the structures through the word association test. [Unpublished Master's Thesis]. Necmettin Erbakan University.
• Şeker, K. (2019). Determinatıon of paramedic program students' disaster preparedness levels and willingness to work in disasters after graduation. [Unpublished Master's Thesis]. Sakarya University Institute of Science and Technology.
• Şeker, B., D., & Akman, E. (2014). Emotional, cognitive and behavioral reactions after Van earthquake: Examination of police sample. Uludağ University Faculty of Arts and Sciences Journal of Social Sciences, 15(27), 215-231. https://doi.org/10.21550/sosbilder.269510
• Tanhan, F., & Mukba, G. (2015). Investigation of the perception about earthquake based on elementary school students' opinions, International Journal of Human Sciences, 12(2), 1581-1601. Retrieved from https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/3360
• Tekin, Ö., & Dikmenli, Y. (2021). Analysis of pre-service classroom teachers' disaster awareness perception and earthquake knowledge level, Ahi Evran University Journal of Institute of Social Sciences, 7(1), 258-271. https://doi.org/10.31592/aeusbed.811043
• Telli-Yamanoto, G., & Altun, D. (2023). The indispensability of online learning after earthquake in Turkey, Journal of University Research, 6(2), 125-136. https://doi.org/10.32329/uad.1268747
• Ursavaş, M. (2016), 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). [Master Thesis]. Mehmet Akif Ersoy University.
• Winarni, E. W., Purwandari, E. P., & Hervianti, Y. (2018). Mobile educational game for earthquake disaster preparedness in elementary school. ARPN Journal of Engineering and Applied Sciences, 13(7), 2612-2618. Retrieved from: https://www.researchgate.net/profile/Endina-Purwandari/publication/324818178_Mobile_educational_game_for_earthquake_disaster_preparedness_in_elementary_school/links/5af1b547a6fdcc24364b7c33/Mobile-educational-game-for-earthquake-disaster-preparedness-in-elementary-school.pdf
• Wrigley, T. (2018). Knowledge, curriculum and social justice, The Curriculum Journal, 29(1), 4-24. https://doi.org/10.1080/09585176.2017.1370381
• Yıldırım, A., & Şimşek, H. (2008). Qualitative research methods in social sciences. Seçkin Publishing.
• Young, M., Lambert, D., Roberts, C., & Roberts, M. (2014). Knowledge and the future school: Curriculum and social justice. Bloomsbury.
• Zscheischler, J., Westra, S., Van Den Hurk, B. J., Seneviratne, S. I., Ward, P. J., Pitman, A., Aghakouchak, A., Bresch, D. N., Leonard, M., & Wahl, T. (2018). Future climate risk from compound events. Nature Climate Change, 8(6), 469-477. https://doi.org/10.1038/s41558- 018-0156-3