The effects of an interdisciplinary teaching sequence on flood risks on the knowledge, perceptions and preparation of junior high school students
Summary of the presentation
As part of a research project funded by RIISQ and Ouranos, we designed an interdisciplinary (mathematics, science and geography) teaching-learning sequence for flood risk education aimed at high school students. During the 2024-2025 school year, nearly 200 students experienced this sequence. In this webinar, we will present the effect of this sequence on their flood knowledge, perceptions, and preparation. In addition to the quantitative impacts measured by a pre-test and a post-test, we will also discuss the feelings and feedback of the teachers and students who participated and how we can use these results to raise awareness about floods among non-specialists.
Learning objectives:
Present a flood risk education teaching-learning sequence for junior high school students
Discuss the effect of a flood risk teaching-learning sequence on the knowledge, perceptions and preparation of students aged 12-14
Support discussions on the best ways to make the non-specialist public aware of flooding
Developing education on the spatialization of flood hazards in secondary schools in Quebec
Speakers
Chantal Déry has been a professor of human sciences education at the Université du Québec en Outaouais (St-Jérôme campus) since 2008. She is particularly interested in knowledge transfer, multi-age classrooms, and the development of thought and of geographic empathy.
Audrey Groleau is a professor of science and technology education at Université Laval. Her field of expertise is the understanding of current techno-scientific issues such as the development and marketing of artificial intelligence and climate change. Her work focuses on flood risk education, waste management education and health education. With a background in physics, teaching and didactics, she has a particular interest in work carried out in an interdisciplinary context.
Mathieu Thibault has a doctorate in education from the Université du Québec à Montréal and has been a professor of elementary mathematics education at the Université du Québec en Outaouais (Saint-Jérôme campus) since 2020. This researcher-educator performs varied participatory research aimed at bringing research and practice communities together, in particular. His specializations and research interests include mathematics didactics, probability, the training of elementary and secondary school teachers, technological tools in mathematics education, and the links between mathematics and science and technology.
Marco Barroca-Paccard has been a professor of natural science education at the Haute École Pédagogique du canton de Vaud in Switzerland since 2022. He obtained a doctorate in education at the University of Nantes in 2018, after a first thesis in biology in 2005. He was also a professor at the Université du Québec en Outaouais from 2016 to 2022. His research focuses on the teaching of biodiversity, the theory of evolution and risk education.
