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Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers

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  • Álvaro-Francisco Morote

    (Department of Experimental and Social Sciences Education, University of Valencia, 46010 València, Spain)

  • Jorge Olcina

    (Department of Regional Geographical Analysis and Physical Geography, University of Alicante, 03690 Alicante, Spain)

  • Isabel-María Gómez-Trigueros

    (Department of General Didactics and Specific Didactics, University of Alicante, 03690 Alicante, Spain)

Abstract

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.

Suggested Citation

  • Álvaro-Francisco Morote & Jorge Olcina & Isabel-María Gómez-Trigueros, 2025. "Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers," Societies, MDPI, vol. 15(6), pages 1-17, June.
    • Handle: RePEc:gam:jsoctx:v:15:y:2025:i:6:p:166-:d:1680127
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    References listed on IDEAS

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    1. Yukun Guo & Jun Zhu & Jigang You & Saied Pirasteh & Weilian Li & Jianlin Wu & Jianbo Lai & Pei Dang, 2023. "A dynamic visualization based on conceptual graphs to capture the knowledge for disaster education on floods," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 119(1), pages 203-220, October.
    2. Álvaro-Francisco Morote & María Hernández, 2020. "Social Representations of Flooding of Future Teachers of Primary Education (Social Sciences): A Geographical Approach in the Spanish Mediterranean Region," Sustainability, MDPI, vol. 12(15), pages 1-14, July.
    3. Albert Satorra & Peter Bentler, 2010. "Ensuring Positiveness of the Scaled Difference Chi-square Test Statistic," Psychometrika, Springer;The Psychometric Society, vol. 75(2), pages 243-248, June.
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