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Two major earthquakes, measuring 7.8 and 7.5 on the Richter scale, occurred within a nine-hour period in Türkiye's southern region on February 6, 2023. These earthquakes affected 11 provinces, including various aspects of life such as education. Consequently, the Higher Education Council (YOK) in Türkiye postponed the commencement date of the spring term in all higher education institutions until further notice. To support the affected universities, YOK paired eight universities from the impacted areas with eight other universities to collaborate in commencing and conducting educational practices. This study aimed to investigate how Amy, a senior English lecturer at one of these host universities, negotiated her teacher identity while supporting an earthquake-affected university. The participant was selected through the purposeful sampling method. Data were collected through semi-structured interviews and written teacher reflections to gain a better understanding of identity negotiations during times of uncertainty. The content analysis method was used to analyze the data. The results of this qualitative case study suggest that English as a Foreign Language (EFL) teachers negotiate their identities in response to challenging crises. One of the significant findings of this study is that EFL teachers need to learn how to manage trauma-sensitive classrooms by employing strategic adaptations to minimize the impact of crises.

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

In the face of the unpredictable nature of crises, it is expected that school principals exhibit behaviors aimed at maintaining the psychological well-being of teachers, students, and parents along with the educational processes. The sudden occurrence of the February 6, 2023 earthquakes, has presented an important crisis situation in which school principals are expected to display the desired behaviors. This research aims to reveal to what extent school principals demonstrated their crisis management skills in the context of the February 6, 2023 earthquake and what behaviors they exhibited during crisis management processes, based on teachers' opinions. The research was carried out with a mixed method approach in which quantitative and qualitative research methods were used together. The sample of the research consisted of 295 teachers, and the study group consisted of 18 teachers selected from the same sample by purposeful sampling method. Quantitative data of the research were collected using the crisis management scale, and qualitative data were collected using a semi-structured interview form. According to the quantitative results of the research, it was determined that the crisis management skill levels of school principals were "mostly" in the pre-crisis and post-crisis periods, and "sometimes" during the crisis period. When teachers' opinions were examined, it was seen that school principals were unprepared for crises arising from natural disasters such as earthquakes and that they mostly followed the Ministry of National Education guidelines and therefore lacked initiative. School principals who were able to take initiative took action to support the psychological health of teachers, students and parents by meeting their needs and gained their trust.

The earthquake, which affected the south and southeast of Turkey (approximately 10 provinces) on February 6, 2023, brought many devastating consequences. Earthquakes, which occur in all geographies of the world in variable time periods depending on the characteristics of the geological structure, cause many extraordinary situations and consequences for humanity. This situation and results require people defined as disaster victims to struggle with psychological problems arising from the effects of the event. Based on this, this study aims to determine the post-earthquake trauma levels of university students who experienced and were affected by two earthquakes that took place nine hours apart on February 6, 2023, where the districts of Pazarcik (Earthquake intensity 7.7) and Elbistan (Earthquake intensity 7.6) in Kahramanmaras province of Turkey were the epicenters. intended to be evaluated. In the study, which was carried out with the quantitative research method and the survey model, criterion sampling, one of the purposive sampling methods, was used to determine the research group. Data were collected with the "personal information form" created by the researchers and the "post-earthquake trauma level determination scale" developed by Tanhan & Kayri (2013). Unlike many studies on the extent of the earthquake that took place, it can be said that as a result of this study, which aims to examine the psychological and mental state of earthquake victims, many remarkable results such as the fact that the trauma levels of female earthquake victims are higher than that of men.

Publicly available technologies are only truly 'public' if people are aware of them and know how to use them. In the US, significant resources have been devoted to public education around the recently released ShakeAlert® earthquake early warning (EEW) system operated by the U.S. Geological Survey; however, those efforts have been inconsistently evaluated, leaving educators and communicators with questions about their effectiveness, particularly for engaging broad, diverse, and multilingual publics. This mixed methods, dual-language (English/Spanish) study addresses this gap by examining an animated video designed to increase awareness, understanding, and action related to ShakeAlert EEW. Results indicate that the video was enjoyable, easily understandable, and positively impacted viewers' intentions to 'Drop, Cover, and Hold On' (DCHO) following a ShakeAlert-powered alert. Viewers also expressed a desire for more information about how to receive alerts and how to protect themselves in situations where DCHO is impractical. This study suggests that animated video, developed and disseminated in multiple languages, can be an effective tool for impacting public understanding and behavior related to geohazards. Additionally, the process and findings of this study suggest that outcomes may be improved by engaging multilingual and multicultural audiences earlier and throughout the video development process.

The aim of this study is to examine the precautions and policies of the Ministry of National Education (MoNE) in the preearthquake period for disadvantaged groups that may be affected by earthquakes. One out of five students in Turkey was affected by the February 6, 2023, earthquake in the country. In terms of the education system, the earthquake caused psychological problems, difficulty accessing education, and economic issues. MoNE has not provided inclusive training for teachers for the education of children directly affected by earthquakes in the last five years. There is a teacher module for inclusive education for children affected by disasters, but there is no educational content for students directly affected by the earthquake.

Spring-mass systems are presented as an application of second-order, constant coefficient differential equations in many differential equations textbooks. The phenomenon of resonance can then be analysed after nonhomogeneous differential equations are introduced. With some simplifying assumptions, the movement of the roof of a one-story building can be modeled as a spring-mass system and ground vibrations, such as those from an earthquake, can then be viewed as an external force acting on this system. In this paper, I will discuss a project I wrote and use in which students analyse the movement of a building resulting from an earthquake. This requires students to think in terms of amplitude/displacement (rather than position) and observe how this is affected by the frequency of an external force.

This article takes up an ANTian sensibility to explore the enactment of a policy for educational collaboration in one region in the South Island of Aotearoa New Zealand (New Zealand). The case offers potential for considering the benefits of a sociology of associations (Latour 2005/2007): a Treaty-based bicultural nation, school atomisation consequential to a decades-long 'system' of self-managing schools, and geological actors in the form of damaging earthquakes in 2010 and 2011. The article considers the introduction of voluntary Kahui Ako | Communities of Learning as a policy initiative intended to address achievement and equity concerns by providing support for collaboration. While the policy as articulated focuses on the aspirations and abilities of human actors in leadership roles, I take up ideas around actants, symmetry, alliance and translation to foreground other actors -- both present and long absent -- involved in myriad processes of policy enactment.

The purpose of the present study was to investigate the effectiveness of video modeling to teach safety skills during earthquakes and postearthquake evacuation to children with autism. Three male children with autism, aged 9-10 years, participated in the study. The results indicate that video modeling was effective at promoting the acquisition of "drop, cover, and hold on" and evacuation skills for all three students. Furthermore, the skills generalized to a new setting for all three participants and maintained up to 4 weeks after video modeling for the two participants for whom maintenance was evaluated. Social-validity data were also collected from participants, their parents, and a teacher, and the findings were positive overall. Implications for instruction and future research are discussed based on the results of the study.

Earthquakes are the movements of the earth's crust that originate in the ground, and they are one of the natural disasters that frighten people because they occur suddenly and often cause great loss of life and property. Earthquake natural disaster is the reality of Turkey and it is important to raise public awareness on this issue. Thanks to the sound effects, realistic animations and three-dimensional virtual environments used in the development of computer games developed in today's technologies, they attract more attention from the players. Digital computer games are used for educational purposes in various fields, enabling learners to increase their motivation towards the relevant subject. It is important to develop educational digital games using up-to-date technologies and present them to young people in accordance with learning. In this study, an educational three-dimensional computer game describing what to do before, during and after the earthquake was developed using the Unity game engine and C# coding language. It is thought that the features of the earthquake educational computer game will attract the attention of everyone from seven to seventy with its three-dimensional virtual environment and educational content, and it can be used for educational purposes in order to increase their motivation for gaining knowledge and experience about earthquakes.

Japan's Social Thinking and Academic Readiness Training (START) program Academic Readiness (AR) lesson aims to improve self-regulation, executive function, and behavior problems in kindergarten children, but the effects of the START program AR lessons in unfavorable circumstances are unclear. Therefore, this study investigated the effects of the START program AR lesson in affected areas after the Great East Japan Earthquake. A cluster randomized trial was conducted with 111 5-year-old children in two kindergartens in Miyagi Prefecture to evaluate the effectiveness of the six-week AR lesson. One kindergarten was randomly chosen to implement the AR lesson, and the other maintained standard education. In the intervention group, trained classroom teachers provided the children with a 20-min AR lesson once a week. Executive function, behavioral self-regulation, and internalizing and externalizing problem behaviors were measured before and after the six-week intervention. The intervention group showed improved inhibitory control and enhanced behavioral self-regulation compared with the standard practice group. In addition, teachers' evaluations showed that children's internalizing and externalizing problem behaviors improved significantly. The results indicate that the START program AR lesson was effective in enabling teachers to help students improve executive function, self-regulation, and problematic behaviors. Therefore, educators and policy-makers should consider implementing the START program AR lesson in kindergartens after a disaster.

The Sabah Meteorological Department (2015) reports that in the next 20 years a large-scale earthquake will hit Sabah. This inevitability means that the local community needs to be sufficiently informed so as to be prepared for disaster. Formal education can be used as a medium for conveying knowledge about earthquakes. However, scholars believe that to impart such knowledge, teachers' understanding of earthquake concepts needs to be evaluated as they are the main sources of information on the topic. This study applied a concurrent triangulation mixed-method model to explore the understanding of earthquake concepts among Geography teachers in Ranau. The quantitative data were collected through a survey, while the qualitative data were collected through teachers' interviews. Random sampling methods were used to select 80 Geography teachers from nine secondary schools in Ranau, Sabah. Of these, 18 were selected through the purposive sampling method for interviews. Triangulation of quantitative and qualitative data revealed that the level of understanding of the earthquake concept and the level of readiness for an earthquake disaster is moderate. The findings also indicated that female teachers are more aware of the concept of earthquakes and male teachers are more prepared for them due to physical and emotional factors. Furthermore, senior teachers are more aware of the concepts and are more prepared for the earthquake than their junior colleagues. Finally, the findings of this study contribute to the science of earthquake education in Malaysia and aid Geography teachers, as well as assisting schools to help teachers improve their understanding of earthquake concepts.

Purpose: Earthquakes in Turkey is one of the most natural disasters causing loss of life and property. Earthquake training is the most important way to reduce the damage caused by earthquakes that cannot be prevented from the formation. Given that the education level of the citizens of the country increases, it is possible to reduce the harmful effects of earthquakes. It would be beneficial to learn these rules for students and parents in formal education. In this context, in our study, some activities were designed within the frame of 'earthquake week' to examine the contribution of these activities to students' earthquake education. Method: In this study, a mixed method was used using a combination of qualitative and quantitative data collection tools. In a high school located in Kastamonu province, a hazard hunt questionnaire, an earthquake drill, an earthquake information seminar and an interview form in which activities were evaluated were applied. These activities were applied to 250 high school students during the earthquake week. The data obtained were analyzed by SPSS 20 and content analysis. Findings: It was observed that the students realized that the unstructured risks to earthquakes were quite high in their homes and the building they lived in, but their parents' attempts to correct them were limited. It was stated that the earthquake drill and informative seminar were very useful for the students. As a result of the training given and the questionnaires applied, it was concluded that there was a significant improvement in students' knowledge, attitude and behavior towards earthquake. Implications for Research and Practice: In light of the results, it has been proposed that earthquake week activities be held in all formal educational institutions within the specific plan and program. [The page range (p275-296) stated on the article is incorrect. The correct page range is p275-295.]

This paper studies Greek junior high school students' alternative ideas, both initial and synthetic, on geodynamic phenomena. It comments in detail on students' concepts on Earth structure, earthquake occurrence, volcano formation, and relief change. Additionally, it attempts to trace and interpret how and why these ideas form (concept development), presenting that initial and synthetic ones are indissolubly attached and utterly directed by environmental interaction. Data analysis verifies that curriculum inadequacy and false scientific terminology in textbooks enforce the generation of alternative ideas. New synthetic alternative ideas on geodynamic phenomena are presented which are mainly characterized by intermittent and fragmentary perspective. Furthermore, the characteristics of both initial and synthetic alternative ideas are outlined, giving emphasis on the facts that students represent geodynamic phenomena as instantaneous events and that they are able to describe the repeatability of the phenomena, but they show difficulty in capturing their continuity. Finally, more factors that control alternative idea development on geodynamic phenomena are highlighted--such as (i) lack of continuous thinking, (ii) distribution, intensity and frequency of geodynamic phenomena, and (iii) current affairs (i.e., pollution, technology evolution, human intervention)--hoping that their revelation will lead to alternative ideas' decomposition and thus to pure scientific knowledge.

The main objective of this experimental study was to reveal the importance and effectiveness of the Geographic Information Systems (GIS) based materials in the course of the earthquake topic to high school 10th grade students. The selected topic of the study was "The relationship between faults, plate movements and earthquakes in Turkey". The study was designed according to the pretest-posttest control group pattern. For this purpose, two homogeneous classes with 20 students each were selected via convenience sapling method in Çamardi 75th Year Martyr Lieutenant Mehmet Erdem Multi-Programme Anatolian High School in Nigde province of Turkey. One of the classes was considered as the experimental group and the other control group. The data were collected using a multiple-choice test comprising 27 questions developed in line with the Geography Education Curriculum of the Ministry of Education by the researchers. Within the content of the study; following the pretest, the control group was taught via conventional method and materials. And the experimental group was taught utilizing the materials prepared by GIS with ArcGIS 10.2 software indicating the relationship between the distribution of active faults and historical earthquakes (with magnitudes 5 and more) in Turkey. After posttest, the data obtained were analyzed through t-test in SPSS 22.0. The results revealed that the experimental group had higher score than the control group, which showed the significant effect of GIS based materials on student success. It was also determined that GIS based activities significantly increased the achievement level of the students compared to the conventional methods, and GIS platforms had significant potential in secondary school geography courses as an effective educational tool.

This study investigated the implementation of a place-based socioscientific issue curricular unit designed to improve rising middle school students' abilities to think critically about the pros and cons of hydraulic fracturing and engage in evidence-based reasoning on whether the practice should be banned in Massachusetts. Forty-three rising middle school students from a summer enrichment program for science, mathematics, reading and writing operated by a non-profit organization in the northeastern United States participated in this study. The instructional unit exposed the students to information and activities on hydraulic fracturing for five consecutive days (50 minutes each day). The findings from this study showed that through productive socioscientific issues pedagogy, the students used the evidence collected from their investigation to engage in evidence-based reasoning about the cost and benefits of hydraulic fracturing on the public health, economy, and the environment. The students used their understanding of the science and engineering practices to construct valid arguments on whether or not hydraulic fracturing should be allowed in their state. The results further indicate that the use of socioscientific issues as a critical pedagogical strategy can equip students with the skills necessary for them to become better advocates for themselves and their communities.

How do natural disasters affect academic performance? Despite numerous studies having been conducted after the 2015 Nepal earthquake, the academic impacts of this tragic event have rarely been explored. Applying the OLS estimation on the microdata collected through a questionnaire survey among 189 secondary school students of two secondary schools in one of the hardest-hit rural villages, we found that students' average annual test scores dropped by 7% after the earthquake. Human losses measured by the incidence of death or injury and economic losses proxied by the level of house damage in a respondent's family were found to be significant in the decline in the annual test scores of the respondents. Because secondary schools are usually not very close for most of the students in rural mountainous communities, we controlled for time taken to reach school, which was also found to significantly increase the magnitude of the drop in the test score. However, students' level of happiness measured using the Oxford Happiness Questionnaire (OHQ) and the mother's level of education were found to be significant in reducing the magnitude of the drop in the test score of students. The findings suggest more support is needed for students who faced higher levels of human and economic loss in their family.

This study aims to determine the effectiveness of the IPA KIT teaching aids for earthquakes science KIT in improving students' collaboration skills and creative thinking. The design of this research is a quasi-experimental research with a stratified random sampling technique. This study involved two classes, namely the experimental class (n = 32) and the control class (n = 33) with a pretest-posttest control group design. This research was conducted at SMP Negeri 5 Depok. The statistical analysis used to test the research hypothesis based on the pretest and posttest scores is the normality test, linearity test, homogeneity test, correlation test, effect size, and MANOVA test. The results showed that the use of IPA KIT teaching aids for earthquakes was more effective in improving students' creative thinking skills and collaboration. Therefore, teachers are advised to use the earthquake science KIT teaching aids for earthquakes to improve the creative thinking skills and collaboration of junior high school students.

The study group of this research, which is planned to develop the Sustainable Scale of Earthquake Awareness, consists of the students studying at Duzce University in the academic year 2018-2019. 276 volunteer individuals (213 females, 63 males) participated to the research group determined by random sampling method. For confirmatory factor analysis, 434 female and 129 male volunteer students participated. 839 students, 647 of them were females (77,12%) and 192 of them were males (22,88%), supported the study. As a result of the exploratory factor analysis which is completed after testing the suitability of the data for analysis, the scale was constituted of three sub-factors consisting of 22 items. The factors that make up the scale explain 46,393% of the variance. The sub-factors of the scale were named based on the knowledge about the earthquake. The suitability of the obtained model was 0.072 for RMSEA; 0.90 for NFI, 0,89 for GFI, 0.063 for RMR and 0.86 for AGFI. As a result of the reliability analysis, the internal consistency coefficient (Cronbach alpha) of the scale was determined as 0.884. It is thought that this developed scale will provide support as a tool for educational purposes. It is recommended to carry out different researches that can help to investigate the awareness level about the earthquake with different variables.

This research aims to investigate the impact of three different training methods (digital game, drill, and traditional education) on the motivation of the students to teach earthquake preparedness and earthquake prevention knowledge to primary school students. The explanatory design from the mixed-methods research was used in the study. The sample of the study consists of 294 students at the fourth-grade level in three different elementary schools in one of Turkey's easternmost provinces. At the end of different educational methods, the motivation scale about the course was used to determine the motivations of the students. Focus group interviews were conducted with students randomly selected from each study group to examine in depth the reasons for the differentiation of motivation levels of the students. The findings showed that students who participated in the traditional education method were more motivated than the other methods of teaching. Besides, students who study with the digital game were found to be less motivated. In this study, the limitations and advantages of educational methods in terms of motivation were examined in-depth, and the reasons affecting motivation were discussed. The results can provide important insights to educators, educational game designers, and educational politicians.

Earthquake preparedness is a critical part of developing a sustainable community concerning reducing vulnerability to earthquakes. This study focuses on reducing children's vulnerability, particularly through a school safety program, to increase their physical and emotional preparedness for children against earthquakes. A comparative case study is designed to explore the roles of the integration of non-formal and informal learning into formal education in raising school children's earthquake preparedness. The participants include six teachers with different subject areas and 251 elementary students at a public elementary school, and 95 students at a different public school located in an earthquake-prone city in Turkey. Data are collected through student questionnaires, interviews, classroom observations, and documents to achieve triangulation and trustworthiness. While the qualitative data are analysed through inductive content analysis, descriptive and interpretative analysis are utilized for the quantitative data. The results reveal that a school safety program with a supplementary role to the formal education raises awareness among students about factual knowledge for earthquake preparedness, vital safety actions, and major household preparedness and mitigation measures. This finding has important implications for developing the chances of galvanizing protective behaviours of children and their families.

Many disastrous events have taken place in Turkey, most of which have been of natural origin. When the loss of life and property caused by these disasters is analyzed, the increase in recent years is striking. "Disaster education", given in order to prevent and the negative consequences of such disasters, is of great importance. Within the Turkish educational system, courses in life sciences, social studies and science, and, in particular, in geography provide some scope for disaster education. At university level, disaster education courses may be offered directly or indirectly in departments of primary education, science, social studies and geography, as well as in specific courses on emergency and disaster management. The aim of this study was to evaluate studies of disaster education from kindergarten to university level. To this end, the document review method, one of the qualitative research techniques, was used. Two doctoral theses, 27 master's theses and 29 scientific articles published between 2003 and 2020 were evaluated. These studies were found as a result of an internet search using the keywords 'disaster' and 'disaster education' in the HEB Thesis database. The data obtained were analyzed using the content analysis method. The studies were evaluated according to the subject, method, findings and results of the research. As a result of the research, it was determined that the studies on disaster education have increased in quality and quantity in recent years. It was observed that studies have been carried out on a number of different subjects, from 'information about disasters' to 'perceptions of disasters' to 'disaster behaviors', but that experimental studies were few in number. In the light of these results, recommendations are made about future disaster education.

The current study aimed to examine posttraumatic growth (PTG) after earthquake victimization. Variables that may be related to PTG were examined by using Model of Life Crises and Personal Growth (Schaefer & Moos, 1992). In order to examine PTG, the roles of demographic variables, event-related variables, environmental factors, system factors, earthquake specific coping, cognitive appraisal factors, and general ways of coping responses factors were examined. One hundred ninety-nine adults (105 females and 94 males with an age range of 18 to 73) were participants of the study. The participants were from Kaynasli, Düzce. The participants were selected on the basis of their age, gender, and the type of their houses. They were contacted through home visits. In the result section, the variables related to PTG were presented. As a result of the regression analysis, it was found that being married, perceived social support, well-being, problem-focused coping, and seeking social support coping were significant predictors of the level of PTG. The results of regression analysis also showed that, general problem focused coping was more efficient than earthquake specific active coping after earthquake victimization for the development of PTG. The article was written from the Ph.D. thesis, titled: "Positive outcomes among the 1999 Düzce earthquake survivors: Earthquake preparedness behaviour and posttraumatic growth."

People in Dhaka, where disaster risk of earthquake is the most due to its high population density and rapid urbanization, are in extreme danger of earthquake. However, the study on assessment of the real scenario of residents' perception of earthquake risk is very little. The purpose of this cross-sectional study is to assess the seismic risk perception and preparedness about earthquake among high school students in Savar, Dhaka. A questionnaire has been developed, and data collection has been done about a group of high school students in seven classrooms. The author uses a method of surveying students to identify and describe the factors that influence their knowledge and perception about earthquake. This study examines gender, grade and age differences in perceived risk and communication behavior in response to the earthquake. Female students' preparation, participation and communication with family are more frequent than those of male students. Female students are found to be more likely to learn about disaster than male ones. Higher grade students have more awareness but less preparedness about earthquake than the younger ones. Students' hazard awareness increases positively with increment of their age. This research concludes that, high school students are vulnerable to earthquake due to the lack of a seismic education program.

Natural disasters cause serious effects on economic, social and sociological areas in Turkey. Earthquakes are one of the major natural disasters in Turkey. They affect social and economic life and education negatively. The more preparedness and awareness are provided against natural disasters, the safer society will be. This study was carried out in order to determine the views of undergraduate students about earthquake awareness attitudes and to examine them in terms of various variables. The research was conducted as a screening design from quantitative research models. In the study, a scale was applied as a data collection tool. The study group of the research consists of 619 undergraduate students studying at undergraduate level in various faculties at Düzce University in the academic year 2018-2019. "Earthquake Awareness Scale", developed by the researcher, was applied to these students. According to the results of the study, there was a significant difference in the effects of earthquake sub-factor of the scale in terms of gender of the students. There was no significant difference between grade levels and earthquake awareness levels of undergraduate students in all sub-factors of the scale. In the effects of earthquake sub-factor, a significant difference is seen in earthquake awareness of the students in terms of their residences. No significant difference was found in the other sub-factors of the scale according to the residence. There was no significant difference in the earthquake awareness of the undergraduate students in any sub-factors of the earthquake awareness levels according to the number of floors of the students' residences. As a result of the study, it was proposed to organize trainings and conferences on natural disasters, especially earthquakes.

This research seeks to evaluate students' intended behavioural actions in the event of a natural hazard, specifically hurricane, lightning, earthquake, or tsunami. A test instrument, measuring behavioural actions in the event of a natural hazard, and related NOS/NOT beliefs and dispositions, is utilized to collect data in Estonia, USA and Japan (N=2323). Results suggest that students responded adequately to tsunamis and lightning strikes, but to a lesser extent for hurricanes and earthquakes. Results also suggest a connection between dispositions and behavioural actions, but a lack of connection between generalised. NOS/NOT conceptualisations and behavioural actions. Results imply that students find it difficult to apply their learning to new situations requiring responsible behavioural actions. Implications indicate that NOS/NOT are not well understood, while responsible behavioural actions need to more heavily stressed in teaching about natural hazards involving the promotion of student values and attitudes with respect to Natural Disaster Reduction (NDR).

Natural disasters cause serious effects on economic, social and sociological areas in Turkey. Earthquakes are one of the major natural disasters in Turkey. They affect social and economic life and education negatively. The more preparedness and awareness are provided against natural disasters, the safer society will be. This study was carried out in order to determine the views of undergraduate students about earthquake awareness attitudes and to examine them in terms of various variables. The research was conducted as a screening design from quantitative research models. In the study, a scale was applied as a data collection tool. The study group of the research consists of 619 undergraduate students studying at undergraduate level in various faculties at Düzce University in the academic year 2018-2019. "Earthquake Awareness Scale", developed by the researcher, was applied to these students. According to the results of the study, there was a significant difference in the effects of earthquake sub-factor of the scale in terms of gender of the students. There was no significant difference between grade levels and earthquake awareness levels of undergraduate students in all sub-factors of the scale. In the effects of earthquake sub-factor, a significant difference is seen in earthquake awareness of the students in terms of their residences. No significant difference was found in the other sub-factors of the scale according to the residence. There was no significant difference in the earthquake awareness of the undergraduate students in any sub-factors of the earthquake awareness levels according to the number of floors of the students' residences. As a result of the study, it was proposed to organize trainings and conferences on natural disasters, especially earthquakes.

This article demonstrates how, and provides all necessary material, to utilize experiential classroom integration of an earthquake insurance policy as an engaging and immersive tool to introduce business law students to applied contract analysis and interpretation. Students also gain an understanding of insurance concepts through this exercise. This exercise engages students in collaborative problem-solving via a small group project and is designed for use in a single class session, combining teamwork, communication, and contract analysis skills. Through detailed detective work to locate relevant contract terms and application of various factual scenarios, this project involves the applied development of problem-solving skills associated with multiple scenarios and reinforces logic practices by requiring students to justify their conclusions. Most importantly, students gain skills in navigating a complex contract like an insurance policy that translate into a valuable talent for the nascent businessperson.

One of the most important reasons for deaths and injuries caused by earthquakes is that society does not have sufficient knowledge of appropriate protective behaviors during an earthquake. The purpose of this study is to evaluate the effectiveness of different educational practices in providing primary school students with the knowledge of earthquake preparedness and protection from potential hazards of an earthquake. Considering the quasi-experimental research, the pretest--posttest control/comparison group design was used, and a total of 401 students from the fourth grade in four different schools constituted the sampling of the study. Within the study, three types of educational activities were applied: digital games evaluating smart learning environments, earthquake drills, and traditional education. Findings show that the most effective way to teach students what to do during an earthquake is the earthquake drill. This study also indicates that the design elements in the three-dimensional earthquake game developed in the scope of the research played an effective role in earthquake education. This study is of importance as it provides significant results on how to determine the most appropriate educational method for primary school students and how digital games can be used more effectively in the learning process.

The aim of this study is to determine the attitudes of eighth-grade students in secondary schools towards earthquake. For this purpose, the attitude test towards earthquake was applied to 240 eighth grade students (107 females and 133 males) from five secondary schools in Istanbul. Quantitative method was used in the study. Also, to analyze the dataset collected from this study, t-test and variance analysis techniques were used. This study has shown that students generally have positive thoughts and attitudes towards earthquakes and damages.

The foreknowledge of peoples' decision-making process during an earthquake may give important clues as to whether or not their decisions will yield secure results. In the context of earthquake education, drawing upon these clues can potentially minimize the loss of life during earthquakes to a certain extent. Thus, the aim of this study was to determine decision-making process of students during an earthquake. The research was carried out in Giresun, Turkey. One hundred twenty-two (122) eighth grade students from three middle schools were included the study as a sample base. Three decision trees were developed in order to understand students' decision process (es). Students gave their answers on the three decision trees, whereupon their answers were analyzed using descriptive statistics. The results of the study showed that some students during an earthquake chose secure options, whilst others preferred options that can lead to negative results. Students' desire to escape from their locations during an earthquake was found to be the most common, but also the most unsafe decision. A number of other students, however, had opted to take a dangerous protection position during an earthquake. It was concluded that excessive fear of earthquakes and the negative influence of the media both have an effect on making unsafe decisions. The study suggested that people ought to be assured that there is a low possibility of buildings completely collapsing during an earthquake. It also recommended that people should take non-structural rather than structural risks into consideration during an earthquake, and that they ought to base their make decisions according to these risks.

Since the 2010-2011 Christchurch earthquakes staff and learners at Waitakiri School have been participating in daily singing specifically to promote wellbeing, and wellbeing scores have remained high. Facilitation of the singing involved the creation of "no pressure", democratic and participatory conditions, with teachers specifically avoiding judging learners' progress and achievement, and having an unambiguous focus on being together and having fun. Coming together to sing provided the opportunity for a positive collective relational response to trauma that just 'felt right'. Despite their passion for daily singing, however, participant teachers felt considerably less prepared to engage with music education tasks, which they aligned more with the 'science' or 'technical aspects' of music. As part of our action research process we examined this apparent dichotomy, and found that even when teachers have poor self-efficacy with regard to singing they can engage learners in singing by taking the focus away from music learning; and that learners were developing key competencies and learning musical concepts when singing informally. We conclude that increased focus on positive participation rather than skill-based learning is likely to contribute positively to both education and well-being agendas.

Induced seismicity has received a lot of attention in recent years. This new natural phenomenon appeared as a result of active human influence on nature. The phenomenon has been detected in places of natural gas and oil recovery, and geological storage of CO[subscript 2]. One of the main reasons for the observed seismic activity is associated with the adsorption-induced deformation of rocks. We present experimental data and a simple model describing adsorption-induced deformation using the example of the Berea sandstone. We suggest a simplified experiment for the undergraduate university laboratory.

Children are vulnerable in earthquakes, but they are also essential to foster earthquake-resilient communities. It is critical to enhance the preparedness of children against earthquakes through effective education and training. Immersive virtual reality (IVR) and serious games (SGs) are innovative digital technologies that enable realistic and engaging training environments. However, little research has been made on the applications of IVR SGs for earthquake training targeting children. In order to fill this gap, this paper presents an IVR SG training system based on a problem-based gaming framework. Three instructional mechanisms within the training system, namely prior instruction, immediate feedback, and post-game assessment, were investigated to promote learning through effective reflection. A controlled experiment involving 125 secondary school students aged from 11 to 15 years old was undertaken, using leaflets as a traditional training approach for the control group and the IVR SG training system as the main intervention. Results revealed that the IVR SG training system with post-game assessment was the most effective way to train children, with greater knowledge acquisition and self-efficacy improvement observed. Possible improvements, such as increasing the time for reflection and differentiating the stimulation between positive and negative feedback, are suggested for further research.

In this article the author discusses the implementation of the Education Renewal in Greater Christchurch policy which affected nearly 40 schools in the aftermath of the 2010/2011 Canterbury earthquakes. It describes the accumulated social, psychological and emotional toll that closures and mergers took on the schools and their communities. It draws, in particular, on the experiences of one school, using data from qualitative interviews as part of a study that followed the school through its journey to closure. The case study school's experience is complemented by data from other post-earthquake research and reviews of the school closure process to highlight the Ministry's flawed process. Claims about the process are examined, including the lack of appropriate consultation, use of inaccurate data, inappropriate handling of communication and disregard for the rights of schools and their communities. The author argues that the government's adoption of neo-liberal and neo-conservative ideologies over the past three decades has negatively influenced education by disregarding the role of schools in sustaining community cohesion and resilience. School closures in post-earthquake Canterbury were an inevitable consequence of the commodification of education and resulted in further dissolution of community as a consequence.

Stakeholders in STEM education have called for integrating engineering content knowledge into STEM-content classrooms. To answer the call, stakeholders in science education announced a new framework, Next Generation Science Standards, which focuses on the integration of science and engineering in K-12 science education. However, research indicates many science teachers, particularly those traditionally prepared to teach within a specific science content domain, need to broaden their knowledge in engineering content areas for successful integration. In this regard, researchers have suggested that new integrated STEM curricula should contain a list of key concepts for understanding the specific engineering content area. Therefore, there is a need for generating key concepts in critical engineering areas enabling science teachers to implement engineering into science classrooms. Using a modified Delphi research design, we identified and verified key concepts in earthquake engineering necessary for high school learners to acquire a basic understanding of earthquake engineering. As a result, we created a key concepts list and strand map with 35 key earthquake-engineering concepts. High school science teachers as well as other teachers in STEM content areas can use these key concepts to understand and teach earthquake engineering content in their classrooms.

The objective of this study is to determine the cognitive structures of the students of geography teaching department by identifying their conceptual frameworks about the concept of earthquake. A case study design from qualitative research approaches was used in this research. Sample group of the study constitutes 155 students from the Department of Geography Teaching who took the course of natural disasters. Free Word Association Test was used to collect the data. The data were evaluated according to the content analysis, categories were formed according to the results of this evaluation and frequencies and percentages of the response words in each category were calculated. A total of 9 categories were created according to their semantic associations. Some of them are; "concepts about earthquake, damages of the earthquake, a category of defining earthquake, types and causes of earthquakes, landforms caused by earthquakes and other effects" and they form the dominant categories. The frequencies and percentages of some categories are low such as; "The things that earthquake makes feel, regions where earthquakes happened before or there is a possibility to happen, people, institutions and organizations about earthquakes, helping to the victims of the earthquakes, factors affecting the safety of life and property in the earthquake." In addition, this study revealed that students have some alternative concepts about earthquake.

The purposes of the present study are to elicit pre-service elementary science teachers' scientific and pseudoscientific beliefs about earthquake and to make inferences about their understandings of science. Although the subject of earthquake is not a pseudoscientific area, some pseudoscientific beliefs related to earthquake were used in this study. Forty-one pre-service elementary science teachers participated in the study voluntarily. The open-ended questionnaire involving eight items related to earthquake were administered to pre-service science teachers. The qualitative data were analyzed by applying interpretative analysis. The results of the analysis revealed that some of the pre-service science teachers had pseudoscientific beliefs about earthquake contexts, although they had science education background. Additionally, rest of the pre-service science teachers could not present any scientific evidences about why they are in favor of scientific explanation or why they do not believe pseudoscience. The pre-service science teachers were not able to articulate their knowledge learned in NOS (Nature of Science) course when they reason about pseudoscientific beliefs about earthquake. Therefore, it would be recommended that understanding of NOS and conceptualizing demarcation criteria between science and pseudoscience should be intended to be developed within the subject matter of science and it should be integrated into other courses by explicitly emphasizing in real science contexts.

The author followed five primary (elementary) schools over three years as they responded to and began to recover from the 2010-2011 earthquakes in and around the city of Christchurch in the Canterbury region of New Zealand. The purpose was to capture the stories for the schools themselves, their communities, and for New Zealand's historical records. From the wider study, data from the qualitative interviews highlighted themes such as children's responses or the changing roles of principals and teachers. The theme discussed in this article, however, is the role that schools played in the provision of facilities and services to meet (a) physical needs (food, water, shelter, and safety); and (b) emotional, social, and psychological needs (communication, emotional support, psychological counseling, and social cohesion)--both for themselves and their wider communities. The role schools played is examined across the immediate, short-, medium-, and long-term response periods before being discussed through a social bonding theoretical lens. The article concludes by recommending stronger engagement with schools when considering disaster policy, planning, and preparation.

Article describes basic principles of seismic, electric prospection and electrochemical data complexation, received on the same research objects. The goal of our exploration works is complex exploration of hydrocarbon deposits on arctic shelf. Complex is based on ion-selective electrodes for detection of heavy metal complex anomalies in sea water--indicators, which lies in sedimentary cover, oil deposits, in gas and gas condensate. Measurements are completed by sea bottom stations in profiling mode. Provided descriptions of new method of seismic, electric prospection and electrochemical data complexation while interpreting results of seismic research with reflected waves method and electric prospecting by electrical resistance and / or induced polarization method and an electrochemical method. Theoretical and methodological basics of geophysics data interpretation in the implementation of hydrocarbon prospecting are presented. Complex field works features that increases reliability of deposit availability forecast are described.

Do multiple choice unit tests reflect what students have learned during the unit? The day before the administration of a county-mandated multiple choice test, two classes were shown a topic they had not previously seen, and told it would be on the test. One class was shown the same material and told it was not important, and two classes were not shown the material. There was one question on the test concerning this material. The first two classes (n = 54) had 83% correct on the question. The next class (n = 32) had 81% correct. The last two classes (n = 43), who did not see the material, had 63% correct on the question. The results were statistically significant, p = 0.045. There was no difference between the class averages on the test overall. The results appear to indicate that one can prepare for multiple choice tests independently of other aspects of learning.

Risk and uncertainty can destabilise and reconstruct the relationships between medicine, policy and publics. Through semi-structured interviews with medical staff following the Fukushima 3.11 Disaster, this paper demonstrates the way in which disruption (caused by disaster), coupled with uncertainty (in this case, around radiation risk) can serve to transform medical practices. After Fukushima, a deficit in publicly-trusted approaches to disaster management meant that the role and status of key medical professionals was transformed. This reorganisation of medical work included the development of new forms of expertise, the stretching of expertise beyond previously well-defined professional boundaries, and shifts in the way in which medical professionals understand and interact with publics. These changes signified the rise of new relationships between the medical workers and their community, as well as adjustments in what were regarded as the boundaries of medical work. Given both the ubiquitous threat of disasters and calls for increased engagement between the medicine and the public, this case study provides insight into the forms which such engagements can take, especially when bound by conditions of uncertainty. The paper draws upon the theoretical literature around the impact of uncertainty on policy, and combines this with medical sociological literature on the nature of medical expertise. The paper examines the shifting of medical expertise towards mode 2 forms, and evidences the impact of a democratised science of risk on the roles and functions of medical practice.

In the past few decades, scientific and educational entities in the United States have repeatedly expended considerable fiscal and human resources in an effort to establish contemporary education standards, curriculum frameworks, and assessment tools. These efforts are intended to reform the quantity and quality of K-16 Earth science education across the U.S. including, most recently, the Next Generation Science Standards. Most of the reform efforts enthusiastically recommend a constructivist-oriented approach to instruction that requires educators to clearly identify their learning targets. At the same time, a contemporary approach to instruction requires educators to be aware of misconceptions, misunderstandings, naïve beliefs, and alternative frameworks students bring to the learning experience. Although several dated surveys of learners' geology misconceptions exist across the scholarly literature landscape, little of the geology misconceptions literature is systematically organised around the current collections of U.S. national standards and frameworks. Geoscience educators, curriculum developers, and assessment specialists benefit from summaries of misconceptions research organised around various national reform efforts.

Three intrastate universities developed a corporate social responsibility (CSR) simulation in an upper-division, undergraduate online markets and stakeholders class. The simulation engaged students in serving as business leaders in a community devastated by an earthquake. The students selected business leadership roles within the simulation based on their future career interests. Students' posts (N = 107) were analyzed for examples of moral efficacy. A qualitative methodology and interpretive framework were utilized to gather and analyze the data. Students demonstrated an enhanced understanding of CSR and higher degrees of moral efficacy in four dimensions of moral efficacy.

This work proposes initially to identify the initial conceptions of Moroccan students in the first year of secondary college about the notion of earthquakes. The used methodology is based on a questionnaire addressed to students of life science and Earth in Meknes city, before any official teaching about the said phenomenon. The obtained results showed that despite the non-responses, the majority of respondents have less accurate initial conceptions for earthquakes notion, and does not correctly write their answers, they are enough to write snippets of sentences and do not use scientific words. The student's conceptions seem marked by the earthquakes effects. However, we have identified correlations between the initial conceptions of Moroccan students and those of other French, Turks and Tunisians students.

To the extent previously claimed, concept exploration is not the key to product innovation. However, companies that are design-focused are twice as innovative as those that are not. To study design-driven innovation and its occurrence in design education, two case studies are conducted. The first is an example of design practice which includes observation and cooperation process maps in an offshore project. The second is an example of product design education which includes observations of teamwork, team member interviews and archival studies. While the first case study demonstrates how a company innovates through a design-driven process with complex knowledge transference and systematic planning and improvisation, the second case study shows students managing their design processes through concept generation in a less complex trial and error process. Knowledge exploration as a part of design activity was analyzed through the criteria of network paradoxes. A pedagogic concept has been synthesized and validated internally based on the case study, and externally based on other design practices and design research. The pedagogic concept synthesized was Knowledge Transfer Flow [KTF]. The KTF concept can help to orient design students within the information-saturated design processes integrated within complex innovation systems.