Learning from Disaster. Educational Proposals for Teaching Risk after the 2024 DANA in Valencia (Spain)
Abstract
The devastating effects of the cut off low (DANA in Spanish official meteorological terminology) of October 2024 in Valencia (Spain) have highlighted the urgent need to strengthen education on natural hazards. In this regard, this paper presents various didactic proposals for teaching flood risk in school geography in the classroom (Primary Education, Secondary Education, and Baccalaureate). These proposals, adapted to each cognitive level, present different activities and resources for working in the classroom by problematizing these phenomena. They consider the local/regional context of the students as guiding principles that any teacher can adapt to their territorial context and incorporate into learning situations linked to environmental and territorial issues. This approach seeks to train students capable of facing various socio-territorial challenges, contributing to a more resilient and prepared society in the face of current and future climate change scenarios and its associated extreme events.
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