Contextualized Social Constructivist Approach: Effects on Science Learners Disaster Preparedness and Flood Adaptation

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{"abstract":"This study investigated the effects of a contextualized social constructivist approach on the disaster preparedness and flood adaptation skills of science learners at Mangudadatu Elementary School, Lutayan, Sultan Kudarat. Utilizing a quantitative methodology, the research employed a true-experimental design, forming experimental and control groups to systematically examine the intervention's impact. The experimental group received instruction using the contextualized social constructivist approach, which integrated disaster preparedness and flood adaptation into science lessons. This method emphasized active learning, collaboration, and real-world applications relevant to the local community's needs. In contrast, the control group followed standard teaching methods. Findings revealed that the experimental group exhibited significant improvements in disaster preparedness and flood adaptation skills compared to the control group. This suggests that the contextualized approach effectively enhanced learners’ knowledge, skills, and attitudes toward disaster risk reduction. Notably, students in the experimental group demonstrated better comprehension of early warning systems, emergency procedures, and flood mitigation strategies. The results underscore the importance of integrating disaster preparedness into the curriculum rather than treating it as a standalone topic. Embedding these skills within science education fosters a more holistic understanding of disaster risk management. Furthermore, the study highlights the need for investments in facilities, equipment, and technologies that support disaster management activities, such as early warning systems, emergency shelters, and effective communication tools. In conclusion, the contextualized social constructivist approach proved to be a highly effective teaching strategy for enhancing disaster preparedness and flood adaptation among learners. Its implementation in schools can significantly contribute to building safer and more resilient communities. Future research could explore its application in other disaster-prone areas to further validate its effectiveness.","abstract_source":"original","authors":["Mayette Guiamadin"],"date":"2025-02-06","doi":"10.5281/zenodo.14824123","id":4467,"issue":8,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"6ad897ff0ac8e210ad1cb010687129d901e4e78c91ec7d2363d953d3faed7be4","schema":"scimatic-article/1","title":"Contextualized Social Constructivist Approach: Effects on Science Learners Disaster Preparedness and Flood Adaptation","volume":31}

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