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 *
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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
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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

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