Fifth grade elementary students’ conceptions of earthquakes

1. What are the 5th grade (11 year-old) students’ conceptions of earthquakes?

Students’ responses to the question of what they understand about earthquakes are presented in Graph 1, showing that they had quite a variety of conceptions about earthquakes. The most common response was that in involved ground shaking. Slightly more than half of the participants (55%) said that ground shaking came to their minds when they first thought about earthquakes. It was not surprising since ground shaking is a major characteristic of earthquakes.

Graph 1. The Percentage of Students’ Conceptions of Earthquakes

Collapsing/shaking buildings (41%) and loss of life and property (27%) were the other most common associations stated by the participants. In other words, more than two thirds of the participants (68%) defined an earthquake in terms of its negative consequences rather than scientific definition. Four students (18%) indicated that earthquakes are natural disasters. Three students (14%) tried to explain earthquakes in terms of physical aspects although they lacked scientific understanding. One of these students confused earthquakes with landslides and the other with volcanoes. Two other students said that they felt fear when they heard about earthquakes while another two students related earthquakes to God’s action or doomsday.

2. What are the fifth grade students’ conceptions about the causality of earthquakes?

Graph 2 shows student responses to the question of why earthquakes happen. The most interesting and common response, given by 6 students (27%), was that earthquakes resulted from human action. Causes cited included bombs, pollution, or old and ill-structured buildings. For example, Emir said, “because people put bombs into the ground” while Nur said “because people do not care about the environment, they pollute it”.

Graph 2.The Percentage of Students’ Conceptions Why Earthquakes Happen

Moreover, four of the students (18%) explained the cause of earthquakes in terms of their religious beliefs such as God’s doing or the approaching doomsday. Four of the students (18%) explained them in terms of physical defects, including an imbalance on the earth’s surface, or a pressure in the soil at the core. Three of the students (14%) explained that earthquakes occur as a result of fractures at the faults. Two of these students (9%) also related earthquakes to volcanoes. Two of the students (9%) said thunderstorms or other weather conditions cause earthquakes. One of the students confused earthquakes with landslides. Two of the students gave fantastical responses while six of the students did not give any response.

3. What do they know about precautions that should be taken before earthquakes?

Graph 3.The Percentage of Students’ Responses about Precautions before Earthquakes at Schools

Graph 3 indicates student responses to this question in relation to school precautions. Most of the students indicated that they should have first aid kits at schools in case of earthquake damage. Eleven of the students (50%) expressed the importance of earthquake drills at schools since they had previously experienced them. Five of the students (23%) said that carrying radios could be useful in order to get updated information about earthquakes. Four students (18%) suggested that courses and seminars be given in order to prepare people for earthquakes. Three students (14%) highlighted that school buildings should be supported and earthquake proofed. One student suggested putting cameras on the aisles in the school in order to watch students during earthquakes. Two students did not give any response to the question.

Graph 4. The Percentage of Students’ Responses about Precautions before Earthquakes at Homes

Graph 4 shows that student responses to the question what kinds of precautions should be taken at homes. These responses differed from their previous responses about precautions taken at school. The most common response was the provision of earthquake bags. Earthquake bags are often suggested by experts in media and include necessary items such as blankets, drinking water, flash lights, whistles, food, and a radio for people victims of earthquakes. Earthquake bags should always be on hand at homes in the event of an earthquake. Seventeen of the students (77%) expressed that this precaution be taken. Nine of the students (41%) indicated that people should fix their furniture or shelves to the walls. Five of the students (23%) said that beds should be further away from windows. Only two students said that family members should decide on a place to meet each other after an earthquake. Although half of the students indicated that earthquake drills should be performed at schools, only one of them said that people should have earthquake drills at home, too. One student suggested that people have a tent on hand. The same student also suggested that people have their buildings checked in terms of earthquake resistance.

Graph 5. The Percentage of Students’ Responses about Precautions before Earthquakes at the Outside

Graph 5 indicates that student responses regarding precautions to be taken outside. When students were asked what people and local governments should do before earthquakes, most of the students (41%) did not provide any response. Eight of the students (36%) said that people should check the strength of their buildings and make stronger constructions. Three students (14%) indicated that people should destroy old and weak-structured buildings. Two students (9%) said that people should test the construction areas prior to building in order to identify whether it is a safe place. Two other students (9%) said that people should be educated about earthquakes.

4. What do the students know about precautions to be taken during an earthquake?

Students were asked what people should do during earthquakes at schools and their responses are listed in Graph 6. The most common response was that people should cover their heads with their arms. Students seemed to be confused about whether they should wait under or near the desks. Eleven of the students (50%) said that they should wait under the desks while eight of the students (36%) said that they should wait near the desks. Seven of the students (32%) were aware of the fact that they should not try to go outside in the midst of an earthquake and wait until it stops. Four students (18%) recommended the sit-hold-and cover position, meaning that students should sit where the place is safe, hold tightly to the heavy furniture or table legs, and cover their heads. Some of the videos or TV programs developed in order to prepare students for earthquakes demonstrate this position and four of the students probably saw and remembered this position from videos or television. Only two of the students were aware that they should stay away from windows or shelves and two other students said that they should use stairs during an earthquake. One student said that they could use fire stairs and another student said that he could immediately run away.

Graph 6. The Percentage of Students’ Responses about Precautions during Earthquakes at Schools

When students were asked what people should do while at home during earthquakes, their responses varied (see Graph 7). The most common response was that people should stay under the table. Eight of the students (36%) indicated that people should stay indoors during earthquakes. Six of the students (27%) also indicated that people should stay away from windows and shelves. Only five students (23%) said that people should cover their heads with their arms although it was the most common response with regard to schools. Four students (18%) said that people should stay near the table or large furniture whereas eight students gave the same response (wait next to the desks) as in the previous question. Three students (14%) responded that people should go outside after the earthquake while seven students gave the same response as in the previous question. Two students said that people should go outside immediately while one of them said that they could jump out from the windows and the other one said that people should not be panic. Only one student said that people should turn off the gas and electricity and another student said that nobody should use elevators. Two students did not provide any response to the question.

Graph 7. The Percentage of Students’ Responses about Precautions during Earthquakes at Homes

As the final part of the question, students were asked what people should do during earthquakes if they were out of their homes. Graph 8 shows student responses. Twelve of the students (55%) indicated that people should stay away from the buildings. Six of them (27%) said that they should go outside while five students (23%) said that they should wait near the shelves or tables if they were in the market. One student said that people should cover their heads. Five of the students did not provide any response.

Graph 8. The Percentage of Students’ Responses about Precautions during Earthquakes at the Outside

5. What are the students’ conceptions regarding the consequences of earthquakes?

Students’ ideas about consequences of earthquakes are listed in Graph 9. The most common response equated earthquakes with the killing of people and the collapse of buildings. Thirteen of the students (59%) indicated the psychological effects of earthquakes such as feeling sorrow and unhappiness. Six students (27%) named suffering and injuries while other six students stated the killing of other living things such as animals and plants. Four of them (18%) specifically added that earthquakes damage trees. Property loss, road blockage, fires, and becoming homeless were other responses given by students.

Graph 9. The Percentage of Students’ Responses about Consequences of Earthquakes