Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers
This study examines the training and didactic proposals used to teach flood-related topics in Primary (5–12 years old) and Secondary Education (13–18 years old). This research employs a survey methodology, gathering responses from 726 trainee teachers across two Spanish universities (582 in Primary...
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| Language: | English |
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MDPI AG
2025-06-01
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| Series: | Societies |
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| Online Access: | https://www.mdpi.com/2075-4698/15/6/166 |
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| author | Álvaro-Francisco Morote Jorge Olcina Isabel-María Gómez-Trigueros |
| author_facet | Álvaro-Francisco Morote Jorge Olcina Isabel-María Gómez-Trigueros |
| author_sort | Álvaro-Francisco Morote |
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| description | This study examines the training and didactic proposals used to teach flood-related topics in Primary (5–12 years old) and Secondary Education (13–18 years old). This research employs a survey methodology, gathering responses from 726 trainee teachers across two Spanish universities (582 in Primary Education and 144 in Secondary Education). The findings highlight a significant gap in training, as more than half of the participants reported having received no instruction on floods, either during their school years or university studies. However, Secondary Education trainee teachers demonstrated a higher level of preparedness compared to their Primary Education counterparts. Regarding didactic proposals, two approaches stood out: activities based on real experiences (32.6%) and drills/talks led by experts (21.5%). Notably, Primary Education trainee teachers preferred expert-led sessions (24.7%), suggesting a lack of confidence in teaching these topics independently. This study underscores the crucial role of educators in risk reduction. Given their ethical responsibility to equip students with critical thinking skills, proper training is essential to fostering informed citizens capable of making sound decisions in the face of climate-related challenges. |
| format | Article |
| id | doaj-art-d13e1b1c9fe64478bd263660adf18682 |
| institution | Kabale University |
| issn | 2075-4698 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Societies |
| spelling | doaj-art-d13e1b1c9fe64478bd263660adf186822025-08-20T03:29:49ZengMDPI AGSocieties2075-46982025-06-0115616610.3390/soc15060166Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science TeachersÁlvaro-Francisco Morote0Jorge Olcina1Isabel-María Gómez-Trigueros2Department of Experimental and Social Sciences Education, University of Valencia, 46010 València, SpainDepartment of Regional Geographical Analysis and Physical Geography, University of Alicante, 03690 Alicante, SpainDepartment of General Didactics and Specific Didactics, University of Alicante, 03690 Alicante, SpainThis study examines the training and didactic proposals used to teach flood-related topics in Primary (5–12 years old) and Secondary Education (13–18 years old). This research employs a survey methodology, gathering responses from 726 trainee teachers across two Spanish universities (582 in Primary Education and 144 in Secondary Education). The findings highlight a significant gap in training, as more than half of the participants reported having received no instruction on floods, either during their school years or university studies. However, Secondary Education trainee teachers demonstrated a higher level of preparedness compared to their Primary Education counterparts. Regarding didactic proposals, two approaches stood out: activities based on real experiences (32.6%) and drills/talks led by experts (21.5%). Notably, Primary Education trainee teachers preferred expert-led sessions (24.7%), suggesting a lack of confidence in teaching these topics independently. This study underscores the crucial role of educators in risk reduction. Given their ethical responsibility to equip students with critical thinking skills, proper training is essential to fostering informed citizens capable of making sound decisions in the face of climate-related challenges.https://www.mdpi.com/2075-4698/15/6/166climate actiondisastersfloodsproposals |
| spellingShingle | Álvaro-Francisco Morote Jorge Olcina Isabel-María Gómez-Trigueros Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers Societies climate action disasters floods proposals |
| title | Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers |
| title_full | Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers |
| title_fullStr | Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers |
| title_full_unstemmed | Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers |
| title_short | Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers |
| title_sort | training and didactic proposals for teaching floods a study based on the experience of trainee social science teachers |
| topic | climate action disasters floods proposals |
| url | https://www.mdpi.com/2075-4698/15/6/166 |
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