Exploring the intersection of disasters and science education with preservice science teachers through a disaster case study

Abstract Modern society is under increasing threats of natural and technological disasters, which involve complex interactions among science, technology and social structures. Although a scientific understanding of disasters is an immediate global issue, there is limited discussion about how disasters can relate to science education. To address this gap, we report findings from a research study to support preservice science teachers’ learning about disasters and its relevance to science education. Fifteen preservice science teachers participated in a six-hour workshop focused on the scientific and sociotechnical aspects of the humidifier disinfectant disaster, which caused severe lung injuries to half a million people in South Korea. The study aim was to identify preservice science teachers’ perceptions about how disasters can be incorporated into science teaching. The participants were engaged in a series of group activities using the official investigation report, followed by a discussion on the aspects of science, technology, and society that unfolded in the disaster. Our analysis suggested that the participants were able to discover important aspects of the mutual relationship between science and disasters, and propose various cognitive, attitudinal, and functional aims that could be pursued by embedding disasters in science lessons. The lesson plans showed that the participants were able to suggest how to use disasters in science lessons and leverage diverse teaching methods to achieve their lesson goals. However, the shift in their perceptions before and after the workshop was limited. We argue that support is necessary for preservice science teachers to incorporate disasters into the science classroom, by providing more time and resources and lowering the barriers related to the political and traumatic aspects of disasters.