An Examination of the Disaster Theme in Primary School Curricula

Abstract

This study aims to examine the disaster-related content in primary school curricula by taking teachers' opinions using case study design, one of the qualitative research methods. CIPP curriculum evaluation model was used in order to make evaluation in an integrated system and to analyse the relationships between items. This research, which was carried out by taking the opinions of 35 teachers working in schools affiliated to MoNE in Gaziantep province, was analysed under the titles of context, input, process and product using content analysis method. In the context dimension, teachers stated that disaster education is directed towards the needs of children and its main purpose is to inform individuals. Although source books and training materials were considered sufficient in terms of raising awareness, they were found inadequate because they contained excessive theoretical knowledge. In the input dimension, it was determined that teachers had deficiency in disaster education, but students showed interest in this subject. In addition, it was concluded that the disaster education programme was suitable for the use of technology. The findings related to the process dimension show that the use of interactive and practical methods in teaching disaster topics plays an important role in concretising learning. In the product evaluation dimension, while the strongest aspect of the disaster education programme at primary school level was seen as raising awareness, inadequate content, lack of practice and limited drills and simulations were identified as the weaknesses of the programme.