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首页> 外文期刊>Journal of risk research >Perceptions of pre-service teachers on seismic risk and their implications for science education: a comparative study between Spain and Portugal
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Perceptions of pre-service teachers on seismic risk and their implications for science education: a comparative study between Spain and Portugal

机译：对抗震风险的服务前教师的看法及其对科学教育的影响：西班牙与葡萄牙的比较研究

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摘要

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.
机译：本研究调查了来自西班牙和葡萄牙的两组初级教育的两组职业教师的重要性，以个人条款和未来的教师在不同的自然风险框架中遭受地震风险。调查问卷用于数据收集。还包括关于地震现象的一些问题。样品组由西班牙机构的110名学生组成，其中121名葡萄牙。这两个机构都在受到1755年的历史里斯本地震影响的城市。结果表明，森林火灾风险是两种情况下课堂研究的首选。西班牙小组也更专注于其他风险像洪水和干旱等其他风险的重要性。葡萄牙小组对地震风险展示了更大的关注，经常指的是他们自己的历史性地震为1755年。关于地震预测和比较其本国不同地区地震风险的知识有几个差距。根据结果​​，有人建议，小学教师的培训课程应包括科学教育中的灾害风险教育，以更好地了解各种危害的影响以及由于其特殊功能，特别是在地区的地震风险的影响地震模式的特征在于具有主要地震活动的长地震循环。

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