Deprem deneyiminin fen bilimleri öğretmenlerinin öğretim uygulamaları ve materyal kullanımına etkisi

Öz

Bu çalışmanın amacı deprem deneyimlerinin fen bilimleri öğretmenlerinin deprem eğitimi kapsamındaki öğretim yöntemleri, teknikleri ve materyal kullanımları üzerindeki etkisini incelemektedir. Kesitsel tarama modeli kullanılan araştırmada veriler, 6 Şubat 2023 Kahramanmaraş depremlerini yaşamış ve Türkiye’de aktif olarak 5. sınıf fen bilimleri dersi müfredatını yürüten 94 öğretmenden toplanmıştır. Araştırmacılar tarafından hazırlanmış bir anket ve Öğretmenlerin Öğretim Yöntem ve Tekniklerine İlişkin Görüşleri Ölçeği aracılığıyla elde edilen veriler, betimsel istatistikler ve Kruskal-Wallis testleri ile analiz edilmiştir. Bulgular; deprem deneyiminin ardından başta düz anlatım olmak üzere geleneksel öğretmen merkezli uygulamalarda belirgin bir azalma olduğunu, buna karşın problem çözme, argümantasyon ve proje tabanlı öğrenme gibi öğrenci merkezli ve sorgulama odaklı yaklaşımların daha fazla benimsendiğini göstermektedir. AFAD ile yapılan iş birliği, her ne kadar kısıtlı kalsa da daha etkileşimli öğretim eğilimlerine katkı sağlamıştır. Ancak, yetersiz okul altyapısı ve kısıtlı ders saati öğretim çeşitliliğini engelleyen temel unsurlar olarak belirlenmiştir. Sonuçlar deprem deneyiminin fen bilimleri öğretmenlerinin öğretim yöntemlerini değiştirdiğini ortaya koymakta, mesleki eğitim ve kurumsal desteğin önemini vurgulamaktadır.

Anahtar Kelimeler

• Deprem deneyimi
• Deprem eğitimi
• Fen bilimleri öğretmeni
• Hizmet içi eğitim
• Öğretim yöntemleri

Effects of earthquake experience on science teachers’ instructional practices and material use

Abstract

This study examines how earthquake experience influences science teachers’ instructional practices and material use in earthquake education. A cross sectional survey design was employed with 94 science teachers who experienced the 6 February 2023 Kahramanmaraş earthquakes and were actively teaching the fifth-grade science curriculum in Türkiye. Data were obtained through a researcher developed questionnaire and the Teachers’ Opinions on Teaching Methods and Techniques Scale, and analyzed using descriptive statistics and Kruskal-Wallis tests. The findings show a significant decrease in traditional teacher centered practices, particularly lecturing, following earthquake experiences, alongside an increased adoption of student centered and inquiry-based approaches such as problem solving, argumentation, and project-based learning. Statistically significant differences were found for lecture and argumentation methods. Although collaboration with the Disaster and Emergency Management Authority contributed to more interactive teaching tendencies, albeit minimally. However, limited school infrastructure, insufficient class time and lack of inclusive materials were identified as major constraints restricting instructional diversity. Overall, earthquake experience appears to reshape teachers’ instructional practices, highlighting the need for targeted professional development and improved institutional support.

Keywords

• Earthquake education
• Earthquake experience
• In-service training
• Science teacher
• Teaching methods

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