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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Cited articles

Barrow, L. and Haskins, S.: Earthquake Knowledge and Experiences of Introductory Geology Students, Journal of College Science Teaching, 26, 143–146, 1996. 
Bilham, R. and Gaur, V.: Buildings as weapons of mass destruction, Science, 341, 618–619, https://doi.org/10.1126/science.1238476, 2013. 
Bybee, R. W., Taylor, J. A., Gardner, A., Scotter, P. V., Powell, J. C., Westbrook, A., and Landes, N.: The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, Colorado Springs, CO: BSCS, 2006. 
Cavlazoglu, B. and Stuessy, C.: Changes in science teachers' conceptions and connections of STEM concepts and earthquake engineering, J. Educ. Res., 110, 239–254, https://doi.org/10.1080/00220671.2016.1273176, 2017. 
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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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