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Location and magnitude of historic and recent seismicity (M3.0 and larger) associated with the New Madrid seismic zone, the Wabash Valley seismic zone, and the recently identified Ste. Genevieve seismic zone; illustration adapted from figure one in US Geological Survey Fact Sheet 2006–3125 (USGS 2007)
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Possible recurrence of large earthquakes such as the 1811–1812 New Madrid sequence presents a significant hazard in the Central United States. The efficacy of earthquake educational interventions intended to mitigate the Central United States earthquake threat has not been assessed. We describe the assessment of an intervention consisting of earth...
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Earthquakes become a hot topic for discussion in Nepali communities when a big local event happens. Beyond the seismic monitoring and research, efforts to improve the population's preparedness or to reduce earthquake related risks are limited, and there is a gap between scientific community and society. To establish the missing link between seismol...
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Citations
... This is because it is important to implement to reduce the risk of loss of life and property (Kang et al., 2017;Zhu & Zhang, 2017;Zhang et al, 2018). In this context, the best method to produce knowledgeable citizens to face earthquake disasters is through formal education (Shiwaku & Shaw, 2016;Ersoy & Kocak, 2016;Yao, 2019;Henson, 2020). Before imparting earthquake knowledge, the level of understanding and readiness among school students must be considered first (Bikar et al., 2021a). ...
School students are a group that is very vulnerable to the risk of earthquake disasters in schools. Hence, a clearer understanding of the concept of earthquakes and readiness for earthquakes is a key element that needs to be given special attention by teachers in educating students. This scenario has prompted various studies to be conducted to evaluate and identify methods and strategies to improve understanding of concepts and earthquake preparedness to students. This is to help reduce risk and build disaster resilience among students. Therefore, the integration of the use of robots in the game learning module is able to help students in understanding the important concepts of earthquakes and the readiness that need to be taken when facing this disaster. This is due to the potential of the inclusion of robots in the teaching and learning process of games to boost student intrinsic motivation, enhance their critical thinking, problem-solving, and metacognition skills, and make it simpler for them to understand difficult concepts. To ensure that the teaching and learning process of the robot game module is perfectly implemented and meets the learning objectives, it is crucial to choose the appropriate theory. This article suggests a theoretical framework based on inclusive review of literatures to explore conceptual understanding of earthquake and earthquake preparedness among school students at Ranau, Sabah.
