摘要：The aim of this study was to determine the flood-risk knowledge and awarenessof students in their last year of baccalaureate studies. The study was conducted withthree schools from the BasqueAutonomous Community, which had different levels of flood-risk. Inthose schools there were somestudents who studied flood-risks in Earth and Environmental Sciences subject. Comparisons aboutstudents’ perceptions and knowledge weremade among the students who lived in places exposed to different levels of flood-risk. In addition, acomparison was made to know if the students who studiedEarth and Environmental Sciences inschool were more aware and had more knowledge about flood-risks. Resultsshowed that overall there was little knowledge and risk perception among thestudents.Moreover, the study was focused on designing an inquiry based teaching and learning sequence about flood-risk, in order to enhance risk perceptions and knowledge. There, floodsare studiedas part of the streams ́ dynamics, where students ask questions tothemselves, use digital resources,conduct small researches and critically reflect and argue about thissocio-scientific issue.
