Özet:
The purpose of this study is to examine the relationship between earthquake
knowledge levels and earthquake risk perceptions of the prospective Social Studies
teachers. The study was designed as a quantitative research using a relational screening
model. The study group consisted of a total of 114 teacher candidates teaching at
different grade levels (1-2-3-4) in the Social Studies teaching department of the faculty
of education of a state university located in the Eastern Anatolia Region in the spring
semester of the 2023-2024 academic year. The data collection tools used were the
'personal information form,' the Earthquake Knowledge Level Scale developed by Genç
and Sözen (2022), and the Earthquake Risk Perception Scale developed by Mızrak,
Özdemir and Aslan (2021). The findings were analyzed using a quantitative statistics
program and it was revealed that there was no significant difference in the earthquake
knowledge levels and earthquake risk perceptions of teacher candidates based on the
'gender variable.'. Moreover, no significant difference was observed in earthquake
knowledge levels based on the class variable. In contrast, a significant difference was
found in earthquake risk perceptions across different classes. No significant difference
was identified in either earthquake knowledge levels or risk perceptions in relation to
having experienced an earthquake. However, earthquake knowledge levels differed
significantly according to whether participants had received disaster education,
whereas earthquake risk perceptions did not show a significant difference in this
regard. In an attempt to identify the relationship between the earthquake knowledge
levels and earthquake risk perceptions of teacher candidates, a simple linear correlation
(Pearson Moment Product Correlation Coefficient) was performed, revealing that the
relationship was positive but not significantly meaningful at a low level.
