The treatment of natural hazards in the school textbooks of Social Sciences (Primary Education). An approach to the definitions and problematization of the activities

Natural hazards are having a growing interest in Spain in the educational field given the implications of climate change and developed urban planning. This research, based on the analysis of Social Sciences school textbooks (3rd cycle of Primary Education), has two objectives: to analyze the natural hazards that are treated, taking into account the definitions and factors (natural and human) involved; and examine the activities (degree of problematization) on these phenomena. As a starting hypothesis, the main natural risks cited would be the atmospheric ones (floods and droughts), with few definitions. And regarding the activities, these would be few and characterized by their reduced problematization (memorizing and reproducing content). Methodologically, the main school manuals of Primary Education of Social Sciences (3rd cycle; 5th and 6th) used in Spain have been consulted. After reviewing these resources, it has been found that the main natural risks mentioned are atmospheric (floods linked to episodes of intense rains and droughts), with few definitions and an absence of the human factor as a cause of risk. Regarding the activities, it should be noted that they are scarce and, furthermore, characterized by presenting a low level of problematization. To sum up, risk education at the basic levels of education is a basic measure in the current context of climate change to improve the resilience of society. For this, the explanation of these phenomena in school textbooks should be improved.

Automated summary

This research analyzes the treatment of natural hazards in Spanish social science textbooks, finding a lack of definitions and problematization for atmospheric risks such as floods and droughts.