Research Article

Perceptions of pre-service science teachers towards technological disasters and examination of the sources of these perceptions

Tülay Kurak 1 , Emine Çil 1 *
More Detail
European Journal of Science and Mathematics Education, 13(2), April 2025, 151-171, https://doi.org/10.30935/scimath/16182
Published Online: 19 March 2025, Published: 01 April 2025
OPEN ACCESS   515 Views   254 Downloads
Download Full Text (PDF)

ABSTRACT

The aim of this study is to examine the perceptions of pre-service science teachers regarding technological disasters, including oil tanker accidents, nuclear accidents, fires, fuel-related poisoning, and space accidents. Additionally, efforts have indeed been made to investigate the sources from which teacher candidates acquire the foundational knowledge shaping their perceptions. The study was conducted using a case study design. Data for the study were collected during the spring semester of the 2020–2021 academic year. The study was conducted with 80 pre-service science teachers enrolled in various years of the Science Education Department across four universities in Turkey. The data for the study were obtained through a drawing test. Thematic content analysis was used in the analysis of the data. Based on the findings of the study, it can be concluded that pre-service science teachers often confuse technological disasters with natural disasters and may hold non-scientific explanations regarding technological disasters. Additionally, they tend to describe technological disasters primarily in terms of their causes and consequences. In addition, it can be stated that pre-service science teachers’ perceptions of technological disasters are significantly influenced by information obtained from mass media. It is recommended that pre-service science teachers should be given training about technological disasters, incorporating the effective use of mass media as part of these training sessions.
Keywords: disaster, technological disasters, perception, science education

CITATION (APA)

Kurak, T., & Çil, E. (2025). Perceptions of pre-service science teachers towards technological disasters and examination of the sources of these perceptions. European Journal of Science and Mathematics Education, 13(2), 151-171. https://doi.org/10.30935/scimath/16182

REFERENCES

  1. AFAD. (2014). Disaster terminology dictionary. Disaster and Emergency Management Presidency. https://www.afad.gov.tr/aciklamali-afet-yonetimi-terimleri-sozlugu
  2. AFAD. (2024). Chernobyl nuclear disaster. Disaster and Emergency Management Presidency. https://www.afad.gov.tr/kbrn/cernobil-nukleer-santral-kazasi
  3. Ağgül-Yalçın, F. (2012). Investigation of prospective teachers’ image of scientist with respect to some variables. Elementary Education Online, 11(3), 611–628.
  4. Anderson, R. (2007). Thematic content analysis (TCA): Descriptive presentation of qualitative data. Institute of Transpersonal Psychology. http://rosemarieanderson.com/wp-content/uploads/2014/08/ThematicContentAnalysis.pdf
  5. Arakawa, T., Yamabe, S., & Suzuki, T. (2023). Practice of game development project-based learning classes for improving disaster management. Education Sciences, 13, Article 999. https://doi.org/10.3390/educsci13100999
  6. Arıkan, A., Bilen, M., & Aladağ, E. (2024). Investigating the impact of technology-supported 3E learning model in disaster education. Education and Information Technologies, 29, 21379–21409. https://doi.org/10.1007/s10639-024-12731-x
  7. Armstrong, D. C. (2007). Using drawn images to prepare teachers who can envision and actualize a world of educational quality [Paper presentation]. The 2007 Annual Meeting American Educational Research Association Convention.
  8. Ayanoğlu, S., Dölarslan, M., & Gül, E. (2017). Just a fire? Ecological and socio-economic aspects of forest fires. Turkish Journal of Scientific Reviews, 10 (2), 32–35.
  9. 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
  10. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  11. Can, G., Sayılı, U., Aksu Sayman, Ö., Kuyumcu, Ö. F., Yılmaz, D., Esen, E., Yurtseven, E., & Erginöz, E. (2019). Mapping of carbon monoxide related death risk in Turkey: A ten-year analysis based on news agency records. BMC Public Health, 19(1), Article 9. https://doi.org/10.1186/s12889-018-6342-4
  12. Çelik, İ., Usta, G., Yılmaz, G., & Yakupoğlu, M. (2020). An assessment on the technological disasters experienced in Turkey (between the years of 2000-2020). ACU International Journal of Social Sciences, 6(2), 49–57. https://doi.org/10.22466/acusbd.776580
  13. Cin, M. (2010). Prospective classroom teachers’ misconceptions about natural hazard. Marmara Geographical Review, 22, 70–81.
  14. Cockelbergh, M. (2016). Vulnerability to natural hazards: Philosophical reflections on the social and cultural dimensions of natural disaster risk. In P. Gardoni, C. Murphy, & A. Rowell (Eds.), Risk analysis of natural hazards: Interdisciplinary challenges and integrated solutions (pp. 27–41). Springer. https://doi.org/10.1007/978-3-319-22126-7_3
  15. CRED. (2016). Poverty and death: Disaster mortality, 1996-2015. The Center for Research on the Epidemiology of Disasters. https://www.undrr.org/publication/poverty-death-disaster-mortality-1996-2015
  16. CRED. (2020). Technological disasters. The Center for Research on the Epidemiology of Disasters. https://www.cred.be/sites/default/files/CC60.pdf
  17. Creswell, J. W. (2017). Qualitative, quantitative and mixed methods approaches. SAGE.
  18. Değirmenci, Y. (2019). An examination of metaphors regarding the concept of “natural disaster” developed by prospective classroom teachers. International Journal of Geography and Geography Education, 39, 83–94. https://doi.org/10.32003/iggei.488627
  19. 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. https://doi.org/10.30900/kafkasegt.591345
  20. Dikmenli, Y., Danabaş, F., Çelik, B. B., & Tekin, Ö. (2018). Effects of animation film use on earthquake knowledge level of 4th grade students. Participatory Educational Research, 5(1), 86–95. https://doi.org/10.17275/per.18.7.5.1
  21. Doğruluk, M., Doğan, A., Kalkan, N., & Korkmaz, M. (2018). Nuclear danger and disaster management: Situation assessment for Turkey. Journal of Disaster and Risk, 1(2), 137–153. https://doi.org/10.35341/afet.440219
  22. EM-DAT. (2024). EM-DAT documentation disaster classification system. The Emergency Events Database. https://doc.emdat.be/docs/_print/
  23. Erdoğan, H. (2009). Teaching natural disasters subject in secondary education geography lessons using geography information system implementation [Unpublished master’s thesis]. Marmara University.
  24. Farver, J. A. M., Ghosh, C., & Garcia, C. (2000). Children’s perceptions of their neighborhoods. Journal of Applied Developmental Psychology, 21(2), 139–163. https://doi.org/10.1016/S0193-3973(99)00032-5
  25. Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92. https://doi.org/10.1177/160940690600500107
  26. Fraenkel, J. R., & WalleN, N. E (1990). How to design and evaluate research in education. McGraw-Hill.
  27. Gill, D. A., & Ritchie, L. (2018). Contributions of technological and non-tech disaster research to the social science disaster paradigm. In H. Rodriguez, W. Donner, & J. E. Trainor (Eds.), Handbooks of sociology and social (pp. 39–60). Springer. https://doi.org/10.1007/978-3-319-63254-4_3
  28. Günalp, B. (2017). History of nuclear and radiological accidents in the world and Turkey. Nuclear Medicine Seminars, 3, 184–188. https://doi.org/10.4274/nts.2017.020
  29. Harding, S. (2007). Man-made disaster and development: The case of Iraq. International Social Work, 50(3), 295–306. https://doi.org/10.1177/0020872807076041
  30. Hong, Y., Kim, J.-S., & Xiong, L. (2019). Media exposure and individuals’ emergency preparedness behaviors for coping with natural and human-made disasters. Journal of Environmental Psychology, 63, 82–91. https://doi.org/10.1016/j.jenvp.2019.04.005
  31. IAEA. (2005). Chernobyl looking back to go forward. In Proceedings of the International Conference on Chernobyl.
  32. Karakuş, U. (2013). The investigation of earthquake inexperienced and experienced students’ perceptions by metaphor analysis. Eastern Geographical Review, 18(29), 97–116. https://doi.org/10.17295/ataunidcd.31309
  33. 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.
  34. Kaya, H. (2010). Metaphors developed by secondary school students towards “earthquake” concept. Educational Research and Review, 5(1), 712–718.
  35. Kılıç, N. (2017). Environment and foreign policy relations: Chernobyl accident and its reflections on Turkish foreign policy. İstanbul Gelişim Üniversitesi Sosyal Bilimler Dergisi, 4(1), 151–179. https://doi.org/10.17336/igusbd.305639
  36. Kırıkkaya, E., 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.
  37. Kitagawa, K. (2021). Conceptualising ‘disaster education’. Education Science, 11, Article 233. https://doi.org/10.3390/educsci11050233
  38. Koç, H., Şeker, G., Evci, N., & Doğan, M. (2020). Evaluation of disaster education researches by content analysis method. Cumhuriyet International Journal of Education, 9(2), 637–655.
  39. Lindsey, A. B., Donovan, M., Smith, S., Radunovich H., & Gutter, M. (2021). Impacts of technological disasters. NCTSN. https://www.nctsn.org/sites/default/files/resources/fact-sheet/impact_of_natural_technological_disasters_on_children_families_communities.pdf
  40. Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers.
  41. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE.
  42. Ministry of National Education. (2013). Science curriculum for middle school. Turkey: Ministry of Education Publications. https://mufredat.meb.gov.tr/
  43. Ministry of National Education. (2018). Science curriculum for middle school. Turkey: Ministry of Education Publications. https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  44. Moline, S. (1995). I see what you mean: Children at work with visual information. Teachers Publishing Group Incorporated.
  45. Nagamatsu, S., Fukasawa, Y., & Kobayashi, I. (2021). Why does disaster storytelling matter for a resilient society? Journal of Disaster Research, 16(2), 127–134. https://doi.org/10.20965/jdr.2021.p0127
  46. Nouchi, R., & Sugiura, M. (2014). Beneficial effects of learning with game-book on education for disaster prevention in children. Journal of Disaster Research, 19(6), 1079–1087. https://doi.org/10.20965/jdr.2014.p1079
  47. Nouchi, R., Sato, S., & Imamura, F. (2015). Disaster education for elementary school students using disaster prevention pocket notebooks and quizzes. Journal of Disaster Research, 10(6),1117–1125. https://doi.org/10.20965/jdr.2015.p1117
  48. Özgen, H. (2013). Perception of preservice teachers regarding the concept of erosion: A phenomenographic study. Hacettepe University Journal of Education, 28(2), 321–334.
  49. Özsoy, S., & Ahi, B. (2014). Elementary school students’ perceptions of the future environment through artwork. Educational sciences: Theory & Practice, 14(4), 1570–1582. https://doi.org/10.12738/estp.2014.4.1706
  50. Öztürk, F. (2014). Implementation of broad participation of a scale that developed in the framework of the definition and the scope of disaster [Unpublished master’s thesis]. Muğla Sıtkı Koçman University.
  51. Park, W. (2020). Beyond the ‘two cultures’ in the teaching of disaster: Or how disaster education and science education could benefit each other. Educational Philosophy and Theory, 52(13), 1434–1448. https://doi.org/10.1080/00131857.2020.1751126
  52. Riessman, C. K. (2008). Narrative methods for the human sciences. SAGE.
  53. Robinne, F. N. (2021). Impacts of disasters on forests, in particular forest fires. United Nations Forum on Forests. https://www.un.org/esa/forests/wp-content/uploads/2021/08/UNFF16-Bkgd-paper-disasters-forest-fires_052021.pdf
  54. Şahan, C. (2019). 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.
  55. Sapsağlam, Ö. (2019). Natural disaster awareness in preschool children. University Journal of Education Faculty, 38(1), 283–295.
  56. Septikasari, Z., Retnawati, H., Wilujeng, I., Shaw, R., & Handaka, I. B. (2024). Needs assessment: Strategy of integration disaster education at elementary schools in disaster prone areas. Journal of Education and Learning, 18(1), 244–252. https://doi.org/10.11591/edulearn.v18i1.20921
  57. Sever, R. (2019). Afetler ve afet yönetimi [Disasters and disaster management]. Pegem Akademi. https://doi.org/10.14527/9786050370300
  58. Solmaz, F., & Kaymak, F. (2012). Sixth grade primary school students’ misconceptions about flood. International Social Science Education of Journal, 2(2), 137–147.
  59. Sözcü, U., & Aydınözü, D. (2019). Examining the natural disaster literacy levels of pre-service teachers according to some variables. International Journal of Geography and Geography Education, 40, 79–91. https://doi.org/10.32003/iggei.566164
  60. The General Directorate of Forestry. (2021). Forestry statistics. The General Directorate of Forestry. https://www.ogm.gov.tr/tr/e-kutuphane/resmi-istatistikler
  61. Tokcan, H. (2013). The effect of cartoons on the success of teaching earthquake topic in 4th grade social studies course. International Journal of Academic Research Part, 5(2), 281–287. https://doi.org/10.7813/2075-4124.2013/5-2/B.44
  62. Tokcan, H., & Yiter, E. (2017). Examining the 5th grade students perceptions about natural disaster through the word association tests. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(1), 115–129.
  63. Turan, İ., & Kartal, A. (2012). The misconcepts of the fifth grade students on natural disasters. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(3), 67–81.
  64. Uchida, O., Tajima, S., Kajita, Y., Utsu, K., Murakami, Y., & Yamada, S. (2021). Development and Implementation of an ICT-based disaster prevention and mitigation education program for the young generation. Information Systems Frontiers, 23, 1115–1125. https://doi.org/10.1007/s10796-020-10082-9
  65. UNDRR. (2020). Hazard definition and classification review technical report. United Nations Office for Disaster Risk Reduction. https://www.undrr.org/media/47681/download?startDownload=true
  66. Ung, S-T. (2019). Evaluation of human error contribution to oil tanker collision using fault tree analysis and modified fuzzy Bayesian network based CREAM. Ocean Engineering, 179(1), 159–172. https://doi.org/10.1016/j.oceaneng.2019.03.031
  67. UNISDR. (2009). UNISDR terminology on disaster risk reduction. United Nations International Strategy for Disaster Reduction. https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/GE_isdr_terminology_2009_eng.pdf
  68. Wang, J., Zhou, Y., Zhuang, L., Shi, L., & Zhang, S. (2022). Study on the critical factors and hot spots of crude oil tanker accidents. Ocean and Coastal Management, 2017, Article 106010. https://doi.org/10.1016/j.ocecoaman.2021.106010
  69. Yalçın-Erik, N. (2017). Biodetective: Biomarker data usage in crude oil spill and environmental pollution studies. Anadolu University Journal of Science and Technology B–Theoretical Sciences, 5(2), 172–190. https://doi.org/10.20290/aubtdb.299509
  70. Yazıcı, Ö., & Ulu Kalın, Ö. (2018). A comparative analysis of conceptual metaphors for “natural disaster”. E–Kafkas Journal of Educational Research, 5(1), 25–40. https://doi.org/10.30900/kafkasegt.396396
  71. Zhang, M., & Wang, J. (2022). Trend analysis of global disaster education research based on scientific knowledge graphs. Sustainability, 14, Article 1492. https://doi.org/10.3390/su14031492