Estrategia Didáctica para Prevenir, Promover y Evaluar los Factores de Riesgo de Inundación e Incendios por Eléctricos en la Comunidad de la IE Catorce de Febrero

Abstract

This research was born out of the need to create and implement a didactic-pedagogical strategy that allows the elaboration of a risk map to identify risk factors, flood and fire threats due to electrical hazards in the ninth grade classrooms of the I.E. Catorce de Febrero. Therefore, the design of the didactic strategy arises from the knowledge that students have of their school environment, based on theoretical references, national and international authorities that provide guidelines on risk management in educational institutions; this, taking into account the constructivist-participatory pedagogical approach, where the student assumes collaborative work roles, contributing their previous knowledge. The strategy consists of three moments. First, a diagnostic survey is applied to each student in order to know what are the main risks and threats that they identify in the institution; second, the students will meet in a working group to build a risk map and present it to their peers; and in the third moment each student in his group will present an evaluation on the contents addressed in moments 1 and 2 from a test created in the virtual environment educapley. At the end of the implementation of the strategy, through project-based learning (PBL), they were able to design a risk map according to the needs of the educational environment, likewise, students were trained conceptually on prevention, attention and evaluation of risk factors and threats that occur more frequently in the IE Catorce de Febrero. Therefore, the following research problem was posed: What didactic-pedagogical strategy allows the elaboration of a risk map to identify risk factors, flood and fire hazards due to electrical hazards in the ninth grade classrooms of the I.E. Catorce de Febrero?