Perceptions of pre-service teachers on seismic risk and their implications for science education

A comparative study between Spain and Portugal

Bibliographic Data

ID12597298
AuthorsAntónio Almeida (0000-0001-9771-8913, Instituto Politécnico de Lisboa/Interdisciplinary Center of Educational Studies/Research Centre “Didatics and Technology in Education of Trainers”, University of Aveiro, Lisboa, Portugal, corresponding author), Beatriz García Fernández (0000-0003-3541-1718, University of Castilla-La Mancha), Isilda Teixeira Rodrigues (0000-0002-6020-5767, Department of Education and Psychology, University of Trás-os-Montes e Alto Douro, Vila Real, Portugal)
Year2019
Volume23
Issue6
Pages762-780
Publication date2019-05-25
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Risk Research (JOURNAL)
Journal identifiersISSN: 1366-9877 • E-ISSN: 1466-4461
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/13669877.2019.1617335
OpenAlexW2944976893
LanguageEN
Citations received2
References cited20

This study investigated the importance given by two groups of pre-service teachers of primary education from Spain and Portugal to seismic risk in a framework of different natural risks, both in personal terms and as future teachers. A questionnaire was used for data collection. Some questions about the seismic phenomenon were also included. The sample groups consisted of 110 students from an institution in Spain and 121 from one in Portugal. Both institutions are in cities affected by the historic Lisbon earthquake of 1755. The results showed that the risk of forest fire was the first choice for classroom study in both cases. The Spanish group was also more focused on the importance of other risks like flood and drought. The Portuguese group showed a greater concern with seismic risk, frequently referring to their own historic earthquake of 1755. A few gaps in knowledge concerning earthquake prediction and comparing seismic risk in different regions of their own countries were also found. In accordance with the results, it is suggested that training courses for primary school teachers should include Disaster Risk Education in Science Education for a better understanding of the impact of various hazards and a greater concern with seismic risk due to its particular features, especially in regions where the seismic pattern is characterized by long seismic cycles with major earthquake episodes

Archaeology · Business · Civil engineering · Flood myth · Geography · Natural disaster · Natural hazard · Perception · Portuguese · Risk perception · Sample (material · Seismic risk · Service (business · earthquake and tectonic studies · Earthquake Detection and Analysis · Engineering · Psychology · Seismology and Earthquake Studies

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