Ikastorratza.e-Revista de Didáctica (Dec 2019)

Uholde-arriskua hezkuntzan: Batxilergoko ikasleen ezagutza eta pertzeptzioak eta ikasgelarako proposamen didaktikoa

  • Claudia Pichot,
  • Oihana Barrutia,
  • Aritz Ruiz-González,
  • Unai Ortega-Lasuen,
  • José Ramón Díez

DOI
https://doi.org/10.37261/23_alea/6
Journal volume & issue
Vol. 23
pp. 132 – 168

Abstract

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The aim of this study was to determine the flood-risk knowledge and awarenessof students in their last year of baccalaureate studies. The study was conducted withthree schools from the BasqueAutonomous Community, which had different levels of flood-risk. Inthose schools there were somestudents who studied flood-risks in Earth and Environmental Sciences subject. Comparisons aboutstudents’ perceptions and knowledge weremade among the students who lived in places exposed to different levels of flood-risk. In addition, acomparison was made to know if the students who studiedEarth and Environmental Sciences inschool were more aware and had more knowledge about flood-risks. Resultsshowed that overall there was little knowledge and risk perception among thestudents.Moreover, the study was focused on designing an inquiry based teaching and learning sequence about flood-risk, in order to enhance risk perceptions and knowledge. There, floodsare studiedas part of the streams ́ dynamics, where students ask questions tothemselves, use digital resources,conduct small researches and critically reflect and argue about thissocio-scientific issue.

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