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Natural disaster is defined as suddenly developing natural or human phenomena that harm human life and natural order. Many natural disasters have occurred in Turkey throughout history, resulting in serious loss of life and property. Although people can not prevent natural disasters, however, they can take various measures to reduce the damages. In order to reduce the indemnities caused by natural disasters, Turkey has taken many precautionary measures especially after 1999 Marmara earthquake. These steps are mostly focused on the formation of disasters, ways to prevent disasters, and legal regulations. This research was conducted to determine the level of understanding of the concept of disaster and disaster education by 8 th grade students of middle school. The study sample consists of 8 th grade students from Dort Eylul middle school of Simav district, Kutahya province. The research was carried out with 28 middle school students during academic year of 2014-2015. A semi-structured questionnaire consisting of open-ended questions, developed by researchers, was applied as data collection tool. The data of the study were analyzed using qualitative research techniques. Results show that students’ first perception about the word disaster is earthquake disaster, tsunami disaster. Therefore, environmental conditions of an area are found affecting the perception. Besides, variable of gender is also not found affecting the results. However, increase in income level and educational level of parents result difference in answers.  Oz Ani gelisen veya ortaya ciktiginda kotu sonuclari olan dogal ve beseri olaylar, insan yasantisina ve dogal duzene zarar vermekte ve bu durum dogal afet olarak nitelendirilmektedir. Tarih boyunca Turkiye’de pek cok dogal afet meydana gelmis ve bunlarin sonucunda ciddi can ve mal kayiplari yasanmistir. Insanlar dogal afetlerin olusumunu engelleyememelerine ragmen, bunlarin zararlarinin azaltilmasina yonelik cesitli onlemler alabilirler. Dogal afetlerin meydana getirecegi zararlari azaltmak icin ulkemizde ozellikle 1999 Marmara depreminden sonra calismalara hiz verilmistir. Bu calismalar daha cok afetlerin olusumu, afetlerden korunma yollari ve yasal duzenlemeler uzerine odaklanmistir. Bu arastirma, 8. sinif ogrencilerinin afet ve afet egitimi kavrami hakkindaki anlama duzeylerini tespit etmek amaciyla gerceklestirilmistir. Calisma grubunu Kutahya Ili, Simav ilcesi Dort Eylul Ortaokulu 8. Sinif ogrencileri olusturmaktadir. Arastirma, 2014-2015 egitim-ogretim yilinda 8. Sinifta okuyan 28 ortaokul ogrencisi ile yapilmistir. Veri toplama araci olarak, arastirmacilar tarafindan gelistirilen acik uclu sorulardan olusan yari yapilandirilmis anket uygulanmistir. Calismanin verileri nitel arastirma teknikleri kullanilarak analiz edilmistir. Calismanin sonucuna gore; ogrencilerin afet deyince ilk olarak deprem afetine, enaz tsunami afetine yer verildigi bulgulardan anlasilmistir. Dolayisiyla cevre sartlari sonucu etkilemistir. Genel olarak bakildiginda cinsiyet degiskeni sonucu etkilememistir. Fakat ailenin gelir durumu ve ailenin egitim durumu arttikca afet egitimi cevaplarinda farklilik vardir.

tarih kültür ve sanat araştırmaları dergisi

8. Sınıf Öğrencilerinin Doğal Afet ve Afet Eğitimi Kavramını Anlama Düzeyleri / The Understanding Levels on Natural Disasters and Disasters Education Concepts for 8th Grade Students Students