Articles | Volume 4, issue 2
Geosci. Commun., 4, 281–295, 2021
https://doi.org/10.5194/gc-4-281-2021
Geosci. Commun., 4, 281–295, 2021
https://doi.org/10.5194/gc-4-281-2021

Research article 26 May 2021

Research article | 26 May 2021

Using paired teaching for earthquake education in schools

Solmaz Mohadjer et al.

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Status: closed
Status: closed
AC: Author comment | RC: Referee comment | SC: Short comment | EC: Editor comment
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Peer-review completion

AR: Author's response | RR: Referee report | ED: Editor decision
ED: Publish subject to minor revisions (further review by editor) (12 Feb 2021) by Katharine Welsh
AR by Solmaz Mohadjer on behalf of the Authors (22 Feb 2021)  Author's response    Author's tracked changes    Manuscript
ED: Publish subject to technical corrections (31 Mar 2021) by Katharine Welsh
ED: Publish subject to technical corrections (06 Apr 2021) by Kirsten v. Elverfeldt(Executive Editor)
AR by Solmaz Mohadjer on behalf of the Authors (06 Apr 2021)  Author's response    Manuscript
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Short summary
Lack of access to science-based natural hazards information impedes the effectiveness of school-based disaster risk reduction education. To address this challenge, we created and classroom tested a series of earthquake education videos that were co-taught by school teachers and Earth scientists in the UK and Tajikistan. Comparison of the results reveals significant differences between students' views on the Earth's interior and why and where earthquakes occur.
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