Learning Situations

An Opportunity for Situated Geography Teaching in Upper Secondary Education

Abstract

The article explores the transition from the traditional teaching model, focused on memorisation and the abstract treatment of knowledge, towards a pedagogical approach based on Learning Situations. This didactic proposal promotes contextualised and meaningful learning, connected to students’ experiences and aimed at developing competencies. From a situated and experiential perspective, it suggests centring the educational process on the student, fostering not only the acquisition of content but also the development of skills, attitudes, and values. As a practical application, a Learning Situation is presented within the 2nd-year Geography course of Spanish upper secondary education (Bachillerato), focused on the collaborative development of a Territorial Flood Prevention Plan in response to the DANA (isolated high-altitude depression) that occurred in the Valencian Community in October 2024. This experience enables addressing a current issue from a geographical perspective, integrating theoretical knowledge with its practical and socially relevant applications. The study concludes by highlighting the pedagogical potential of Learning Situations for their inclusion in both Educación Secundaria Obligatoria and Bachillerato, as they enhance student motivation and support competency-based learning.