This study examines how earthquake experience influences science teachers’ instructional practices and material use in earthquake education. A cross sectional survey design was employed with 94 science teachers who experienced the 6 February 2023 Kahramanmaraş earthquakes and were actively teaching the fifth-grade science curriculum in Türkiye. Data were obtained through a researcher developed questionnaire and the Teachers’ Opinions on Teaching Methods and Techniques Scale, and analyzed using descriptive statistics and Kruskal-Wallis tests. The findings show a significant decrease in traditional teacher centered practices, particularly lecturing, following earthquake experiences, alongside an increased adoption of student centered and inquiry-based approaches such as problem solving, argumentation, and project-based learning. Statistically significant differences were found for lecture and argumentation methods. Although collaboration with the Disaster and Emergency Management Authority contributed to more interactive teaching tendencies, albeit minimally. However, limited school infrastructure, insufficient class time and lack of inclusive materials were identified as major constraints restricting instructional diversity. Overall, earthquake experience appears to reshape teachers’ instructional practices, highlighting the need for targeted professional development and improved institutional support.
Savran et al. (2026) studied this question.