Adaptation of Riskland Educational Kit to Turkish and Evaluation of the Training Set According to Student Opinions

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dc.contributor.authorOdabaşi, Hatice Ferhan
dc.contributor.authorKaraduman, Hıdır
dc.contributor.authorAlan, Ümran
dc.contributor.authorYeti?şensoy, Okan
dc.contributor.authorSan, Remzi
dc.date.accessioned2026-02-28T12:09:11Z
dc.date.available2026-02-28T12:09:11Z
dc.date.issued2023
dc.departmentBayburt Üniversitesi
dc.description.abstractIn 2004, the United Nations Children's Fund (UNICEF) and the United Nations International Strategy for Disaster Reduction (UNISDR) developed the Riskland Educational Kit to raise awareness of disasters and educate children about disasters. The educational kit was adapted to more than 15 languages to date. This research aims to reveal the adaptation process of the educational kit to Turkish and Turkish culture and students’ opinions about the adapted educational kit after an educational practice based on the kit. A serial approach was used in the adaptation process of the kit and basic research methodology was used to obtain students' opinions about the educational kit. Fifteen sixth-grade students, 3 social studies teachers, and 6 experts were participated in the first stage and 22 sixth-grade students included in the second stage. The qualitative data collected via semi-structured interviews were analyzed using a descriptive analysis technique. As a result of the study, the education kit was adapted to Turkish and Turkish culture and considered educative and instructive, entertaining, catchy, and logical by the students. Students stated that the educational kit helped them to gain knowledge and learn, develop awareness, have fun and enjoy, remember, and make the knowledge permanent. Students also stated that while experiencing the educational kit they felt amusement, excitement, and happiness. In addition, students mentioned that the kit is useful to reduce disaster risks because it educates about disasters, teaches about disasters by playing and having fun, raises awareness about disasters, and includes questions instructive questions about disasters. As a result of the study, using the educational kit in preschool and primary schools, adapting it for disadvantaged groups, and conducting research to develop an online version of the kit were suggested. © 2023, Ankara University. All rights reserved.
dc.identifier.doi10.35341/afet.1325836
dc.identifier.endpage991
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85215317372
dc.identifier.scopusqualityQ4
dc.identifier.startpage977
dc.identifier.trdizinid1201241
dc.identifier.urihttps://doi.org/10.35341/afet.1325836
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1201241
dc.identifier.urihttps://hdl.handle.net/20.500.12403/5854
dc.identifier.volume6
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isotr
dc.publisherAnkara University
dc.relation.ispartofJournal of Disaster and Risk
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20260218
dc.subjectBoard Game
dc.subjectDisaster Awareness
dc.subjectDisaster Education
dc.subjectRiskland Educational Kit
dc.titleAdaptation of Riskland Educational Kit to Turkish and Evaluation of the Training Set According to Student Opinions
dc.title.alternativeRiskli Alan Eğitim Setinin Türkçeye Uyarlanma Süreci ve Öğrenci Görüşleri Doğrultusunda Değerlendirilmesi
dc.typeArticle

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