Abstract
AbstractThis research aimed to investigate the effect of a technology-supported 3E learning model on middle school students’ knowledge of disasters and their attitudes towards disaster preparedness. To this end, it used an explanatory sequential mixed methods design. Quantitative and qualitative data were used to describe how the technology-supported 3E learning model changes the learning environment. A pretest-posttest control group quasi-experimental design was used in the quantitative part of the research, and a case study was used in the qualitative part. The experimental procedure lasted for six weeks. The sample consisted of 33 fifth-grade students attending a public school. The Disaster Preparedness Attitude Scale, an achievement test, and an interview form were used as data collection tools. The analysis results showed that the experimental group achieved statistically significantly higher scores in the posttest and the retention test of the Disaster Preparedness Attitude Scale, and the achievement test compared to the control group. Additionally, according to student views, the technology-supported 3E learning model is more helpful in acquiring skills and values, provides the opportunity to learn by experiencing, increases students’ motivation, and facilitates effective disaster education. These results indicate that conducting activities on a subject that concerns the whole society, such as disasters, using advancing and innovative technological devices, preparing lesson plans, and demonstrating their effectiveness in education will make a significant contribution to the literature.
Funder
Aydin Adnan Menderes University
Publisher
Springer Science and Business Media LLC
Reference84 articles.
1. Adesoji, F. A., & Idika, M. I. (2015). Effects of 7E learning cycle model and case-based learning strategy on secondary school students’ learning outcomes in chemistry. Journal of the International Society for Teacher Education, 19(1), 7–17.
2. Akao, K. I., & Sakamoto, H. (2018). A theory of disasters and long-run growth. Journal of Economic Dynamics and Control, 95, 89–109. https://doi.org/10.1016/j.jedc.2018.08.006.
3. Aladağ, E., Arıkan, A., & Özenoğlu, H. (2021). Nature education: Outdoor learning of map literacy skills and reflective thinking skill towards problem-solving. Thinking Skills and Creativity, 40, 100815. https://doi.org/10.1016/j.tsc.2021.100815.
4. Altun, F. (2018). Afetlerin ekonomik ve sosyal etkileri: Türkiye örneği üzerinden Bir değerlendirme [Economic and social impacts of disasters: An assessment of the example of Turkey]. Sosyal Çalışma Dergisi, 2(1), 1–15.
5. Apronti, P., Osamu, S., Otsuki, K., & Kranjac-Berisavljevic, G. (2015). Education for disaster risk reduction (DRR): Linking theory with practice in Ghana’s basic schools. Sustainability, 7(7), 9160–9186. https://doi.org/10.3390/su7079160.