Examining natural disaster literacy levels of pre-service geography teachers

Abdullah Türker,Ufuk Sözcü

doi:10.33902/jpr.2021270164

Abdullah Türker, Ufuk Sözcü

Open Access

https://doi.org/10.33902/jpr.2021270164

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Abstract

This paper aims at determining the natural disaster literacy levels of pre-service teachers who will teach the natural geography course. The data in the present study, in which the researchers adopted a survey design conducted on 442 pre-service geography teachers (PGTs), were collected through the Natural Disasters Literacy Questionnaire. As a result, it was determined that the general natural disasters literacy of the PGTs was at a high level, but they were at a moderate level in the behavior dimension, which is one of the components of literacy. It is recommended to include subjects and practices on natural disasters in all education levels, to make all PGTs literate in natural disasters during undergraduate education, and to increase the amount of information and practices on natural disasters in the geography course with legal regulations in the dimension of curricula and textbooks.

Highlights

Earthquakes, volcanic eruptions, floods, and hurricanes are all natural risks that occur as the world evolves
The Scheffe test results show that the natural disaster literacy total scores of pre-service teachers whose mothers were primary school graduates ( ̅ = 205.8) were high enough to create a significant difference when compared to the scores of participants whose mothers were illiterate ( ̅ = 197.6)
Natural disaster literacy levels of pre-service geography teachers (PGTs) were determined according to various variables

Summary

Introduction

Earthquakes, volcanic eruptions, floods, and hurricanes are all natural risks that occur as the world evolves. Natural threats are described as natural events and processes that pose a risk to human life and living environments. These phenomena are classified as disasters when they occur at unanticipated times or locations, or with enormous force, and their consequences hurt people and their living spaces. PGTs‟ natural disaster literacy total scores did not differ significantly in terms of their father’s educational background [F(3,438) = 2,07; p > 0.05] or monthly family income [F(3,438) = 2,65; p > 0.05] variables. Fathers‟ educational background and monthly family income did not create a significant difference in natural disaster literacy total scores

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