The sufficiency of primary school life sciences and social studies coursebooks oncerning disaster education

In this study, the adequacy of primary school textbooks regarding disaster education provided in primary schools was examined. Within this scope, teachers' opinions on disaster education included in life sciences and social studies textbooks were evaluated. Quantitative research approach and descriptive research model were used in the study. The research population consisted of classroom teachers working in Kahramanmaraş province during the 2024-2025 academic year. The sample of the study was composed of 136 primary school teachers selected through a simple random sampling method. A questionnaire developed by the researcher was used to collect data from teachers. The questionnaire consisted of 33 items, and its validity and reliability were established through expert opinions. The questionnaire aimed to evaluate the teachers' perspectives on the achievements, visuals, and content of disaster education in the textbooks. The preparation of the questionnaire was informed by the curriculum's learning outcomes, relevant literature, and expert opinions. Additionally, disaster types, visuals, content, outcomes, and activities related to disaster education were assessed. Quantitative data analysis methods were used to analyze the research data In this context; the questionnaire was developed by the researcher and the reliability of the questionnaire was tested, and he analyses were tested through the SPSS24 data analysis program. Reliability analyses, descriptive statistics, and comparisons between the total scores of the questionnaire and demographic characteristics were performed. As a result of the study, it was found that the textbooks were successful in imparting knowledge but lacked in skill development and practical learning aspects. In conclusion, the participating primary school teachers rated the adequacy of life sciences and social studies textbooks in terms of disaster education as moderate. It was determined that according to male teachers, the proficiency of disaster education in textbooks was higher. As a result, it was concluded that according to the classroom teachers participating in the research, the disaster education competence of life science textbooks and social studies textbooks was at a moderate level; according to teachers with lower professional seniority, the competence level of textbooks was lower; and according to male teachers, this perception was also lower.