A Case Study of Water Education in Australia

Sammel, Alison Jodie

doi:10.4236/ce.2014.513129

Cited by 9 publications

(15 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The cognitive, affective, and behavioral domains are each important components of water literacy (Amahmid et al, 2019;Ballantyne & Packer, 1996;Bodzin, 2008;Brody, 1995;Cankaya & Iscen, 2015;Çoban et al, 2011;Covitt et al, 2009;Davis, 2005;Dean et al, 2016;Havu-Nuutinen et al, 2011;Johnson & Courter, 2020;Martínez-Borreguero et al, 2020;McCarroll & Hamann, 2020;Pan & Liu, 2018;Roth & Lee, 2004;Sammel, 2014;Simonds et al, 2018;Spellerberg et al, 2004). Learners must not only develop understanding of water-related concepts, but also develop skills, behaviors, values, and ethics that underlie sustainable water resource use.…”

Section: Discussionmentioning

confidence: 99%

“…Like these other literacies, however, it is a complex construct defined in many ways. We draw upon McCarroll and Hamann's (2020) definition of water literacy as the "culmination of water-related knowledge, attitudes, and behaviors" (p.2), which builds upon other definitions of water literacy that also foreground the importance of water-related knowledge, attitudes, and behaviors as part of water literacy (Amahmid et al, 2019;Çoban et al, 2011;Johnson & Courter, 2020;Martínez-Borreguero et al, 2020;Sammel, 2014;Simonds et al, 2018). The discrete knowledge, skills, and behaviors that comprise water literacy can be defined by water-related standards for teaching and learning.…”

Section: A Standards-based Perspective On Water Literacymentioning

confidence: 99%

“…Education about natural and human dimensions of Earth's water systems is critical to help students develop knowledge, skills, and values that promote sustainable water resource use (Barab et al, 2007;Bodzin, 2008;Çoban et al, 2011;Covitt et al, 2009;Davis, 2005;Endreny, 2009;Halvorson & Westcoat, 2002;Havu-Nuutinen et al, 2011;King et al, 2012;McCarroll & Hammann, 2020;Moreno-Guerrero et al, 2020;Pan & Liu, 2018;Roth & Lee, 2004;Sammel, 2014;Simonds et al, 2018;Spellerberg et al, 2004). Prior research has investigated teaching and learning about water and its relationship with human systems in very young children (Davis, 2005), the elementary grades (Bodzin, 2008;Endreny, 2009;Gunckel et al, 2012;Havu-Nuutinen et al, 2011;Shepardson et al, 2007;Simonds et al, 2018), middle school (Amahmid et al, 2019;Belland et al, 2015;Çoban et al, 2011;Gunckel et al, 2012;Pan & Liu, 2018;Shepardson et al, 2007;Simonds et al, 2018;Spellerberg et al, 2004;White et al, 2022), secondary levels (Amahmid et al, 2019;Ben-zvi-Assarf & Orion, 2005;Fremerey et al, 2014;Gunckel et al, 2012;…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Towards water literacy: an interdisciplinary analysis of standards for teaching and learning about humans and Water

Mostacedo-Marasovic

Mott

White

et al. 2022

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

Water is critical to sustain human existence. Water literacy involves understanding the interactions within and between natural and human dimensions of water systems to support informed decision-making, an important outcome for learners of all ages. It is therefore critical to foster water literacy in today’s global citizens, particularly through formal education. The purpose of this study, in tandem with a parallel study focusing on natural dimensions of water systems (Mostacedo-Marasovic et al., in press), is to examine water-related K-12 standards for teaching and learning about human dimensions of water systems to develop a comprehensive and transdisciplinary perspective on water education. Our overarching question is, “What do disciplinary standards specify as outcomes for students’ learning about water and humans?”. Our research questions are: i) “To what extent do these water-related standards address recognized domains of learning?” and ii) “What thematic outcomes for students’ learning are apparent across grades in these water-related standards?”. We use chi-square statistics and a conventional qualitative content analysis method complemented by processes from grounded theory to analyze water-related education standards (N = 341) from 12 education-oriented, governmental and non-governmental organizations based in the United States. Our results indicate that first, water-related standards emphasize the cognitive domain, including declarative and procedural knowledge. The affective domain and its social and emotional components are much less prevalent. Second, the water-related standards illustrate five categories which encompass human dimensions of water spanning K-12 grade bands, including human settlements; the nexus between water, food, and energy; public health; impacts of human activities on water quality and quantity; and water resources management. Overall, the study contributes to a more holistic and comprehensive perspective of water and human systems that can help inform teaching and learning to cultivate water literacy, including curriculum development and classroom pedagogy.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: A Standards-based Perspective On Water Literacymentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Towards water literacy: an interdisciplinary analysis of standards for teaching and learning about humans and Water

Mostacedo-Marasovic

Mott

White

et al. 2022

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

show abstract

“…A purely hydrological cycle understanding of EFWE is being challenged by a hydrosocial cycle understanding (Linton, 2010;Sammel, 2014Sammel, , 2016Sammel & McMartin, 2014;Sammel et al, 2018;Sivapalan et al, 2012). A hydrosocial cycle understanding encourages EFWE to be understood as dynamic fluctuations in the quantity and flow of water, where water movement aligns with larger natural and socially constructed rhythms that have different temporal beats (Krause, 2013;Linton, 2008Linton, , 2014Linton & Budds, 2014;Tortajada & Biswas, 2018).…”

Section: Framing Of Extreme Freshwater Eventsmentioning

confidence: 99%

Untitled

2019

HER

View full text Add to dashboard Cite

In this exploratory work, we investigate the relationship between the role identity "farmer" and farmers' land management practices using data from 30 semistructured interviews with farmers in southeastern Idaho. Guided by social identity principles, we examine how farmers' collective identity influences environmental attitudes and behaviors. Overall, we find that most farmers have implemented some conservation practices on their land, particularly those related to soil and water, and see themselves and other farmers as good environmental stewards. However, we also find that many of their chosen conservation practices required little to no sacrifice, and in addition to benefiting the environment, were also cost-minimizing business decisions. We find that as a group, these farmers' beliefs, attitudes, and behaviors are largely focused on productive efficiency. We argue that this focus often puts them in competition with other social groups, which ultimately reinforces group saliency and adversely affects relations between farmers and other groups seeking to influence farming practices.

show abstract

“…A study conducted by Ay (2013) examined sustainability, which is discussed comprehensively in most national and international academic, social and strategic development meetings and is a primary global agenda issue, as well as the water potential of Turkey and its, water footprint, carbon footprint, current news and relevant links. Sammel (2014) aimed to answer questions such as, "What does it mean to be scientifically literate in relation to water?" and "Is this understanding the same for water literacy?"…”

Section: Introductionmentioning

confidence: 99%

Development of pre-service science teachers awareness of sustainable water use*

Çankaya¹,

İşçen²

2015

Educ. Res. Rev.

View full text Add to dashboard Cite

Water is a vital resource for sustainable development. The aim of this research was to develop and evaluate pre-service science teachers' awareness of sustainable water usage. This research was based on a mixed method. The qualitative part of the research was based on a single group pretest-posttest experimental design, and the qualitative data were collected by open-ended questions. The quantitative data were obtained through the"Water Knowledge Test","Water Consumption Behavior Scale" and "Water Attitude Scale", which were developed by the researcher. The study group consisted of 3rd year pre-service science teachers who were studying during the 2011-2012 academic year at Eskişehir Osmangazi University. Water education for the study group was provided by the researcher for 5 weeks. Quantitative data were analyzed using a t-test for dependent groups, and qualitative data were examined by descriptive analysis. Following the water awareness education, a significant difference was found in the pre-service science teachers' water knowledge, water consumption behavior and attitudes toward water (p<.05). The results of the qualitative data showed that the majority of preservice science teachers had increased concerns about adequate water supply. Most of them experienced increased awareness and to use water more carefully. In addition, 24 of the 33 pre-service science teachers believed that future generations will experience water related problems in 20 or 30 years. The results showed that water education is effective in developing a level of water knowledge, and influencing pre-service science teachers' water consumption behavior and attitudes toward water.

show abstract

A Case Study of Water Education in Australia

Cited by 9 publications

References 5 publications

Towards water literacy: an interdisciplinary analysis of standards for teaching and learning about humans and Water

Towards water literacy: an interdisciplinary analysis of standards for teaching and learning about humans and Water

Untitled

Development of pre-service science teachers awareness of sustainable water use*

Contact Info

Product

Resources

About