El cambio climático y el agua: lo que piensan los universitarios

Ferrer, Gracia Fernández; García, Francisco Fernández; González, José Javier Alcolea

doi:10.5565/rev/ec/v29n3.583

Cited by 6 publications

(8 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…That is affecting our health and access to food, in addition to having a negative impact on marine living beings; in contrast to other studies, students are concerned about marine biodiversity and its consequences [1]. Some of the aforementioned behaviours and impacts have been identified in other studies [50,57,[59][60][61][62][63][64], although the number of research studies focusing on students, or other types of population, is limited. Unlike other studies [78], this work argues that students are not superficial, though their knowledge and perception of this situation could be improved.…”

Section: Discussionmentioning

confidence: 99%

“…There are few studies in the scientific literature addressing the perception of university students, as they usually deal with climate change and water [57], water reuse [50], the perception of the management of water resources [59], water consumption habits [60][61][62], the perception of the concept of water and its pollution [63], the attitude towards saving water [64] or the awareness of water pollution caused by dairy products waste [65]. Such studies are even scarcer when considering student teachers [57] and, in general, indicate a superficial knowledge about the problem under study [65].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs

2021

View full text Add to dashboard Cite

Water conservation is essential for any activity, as well as for the survival of both human and other living beings. It is commonly associated with access to clean water and sanitation, or even to unsustainable production and consumption, or sustainable cities and communities. However, there is increasing awareness of emerging issues related to water resources and their impact or relationship with other issues, such as climate change, access to food, health and well-being, or biodiversity (marine and terrestrial). Therefore, this study is aimed at understanding the perception of students of the Degrees in Early Childhood Education and Primary Education concerning water issues and their relationship Sustainable Development Goals (SDGs; number 2,3,6,11,12,13,14 and 15) in a coastal urban context. The study used a qualitative design, in which 59 student teachers were interviewed. The instrument was validated by 12 experts. The content analysis indicates that student teachers understand that there is an environmental problem in relation to water caused by human behaviour, and that its effects have an impact on other areas that are related to the SDGs included in the 2030 Agenda.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs

2021

View full text Add to dashboard Cite

show abstract

“…En cualquier caso, salvo algún trabajo realizado con universitarios, centrado en las relaciones del cambio climático con el agua (Fernández-Ferrer, González-García y Molina, 2011), los escasos estudios encontrados sobre esta temática se centran en los estudiantes de Educación Primaria. En general, se argumenta que los primeros años de la Educación Primaria son los más adecuados para el aprendizaje, no solo de los conocimientos científicos relacionados con el agua, sino también de las conductas proambientales y de conservación de los recursos hídricos.…”

Section: Enseñanza De Las Cienciasunclassified

Conocimientos del profesorado en formación inicial sobre la Nueva Cultura del Agua

2022

View full text Add to dashboard Cite

La Nueva Cultura del Agua (NCA) reivindica una gestión integrada y sostenible de los recursos hídricos, tal y como se defiende desde la Directiva Marco del Agua del año 2000. En este trabajo se presentan los resultados preliminares de una indagación realizada en el ámbito de la formación del profesorado acerca de la NCA. Se administró un cuestionario ad hoc a una muestra de 455 futuros docentes melillenses de Primaria y de Secundaria. En los resultados se destacan las mayores dificultades que tienen en sus concepciones sobre el agua. Así, los estudiantes conciben que la naturaleza presenta problemas físicos de escasez de agua, y que es necesario aumentar su disponibilidad mediante estructuras hidráulicas o mediante la extracción de agua subterránea. Defendemos que estas dificultades deben ser consideradas en las aulas universitarias para despertar el interés hacia una NCA.

show abstract

“…There is a certain degree of uncertainty, as well as gaps in the research on the relationships between the CC and water [46]. However, there is also a significant degree of international and national concern about these relationships and, as a result, a great deal of research is underway, forming an increasingly solid body of basic knowledge [47].…”

Section: Social Representations Climate Literacy and Watermentioning

confidence: 99%

Water and Climate Change, Two Key Objectives in the Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts

Escoz-Roldán¹,

Gutiérrez-Pérez²,

Cartea

2019

Water

View full text Add to dashboard Cite

The relationship between climate change and water is an obvious and key issue within the United Nations Sustainable Development Goals. This study aims to investigate the social representation created around this relationship in three different territorial contexts in order to evaluate the influence of the territory on the perception of the risk of climate change and its relationship with water. By means of a questionnaire completed by 1709 university students, the climatic literacy of the individual was evaluated in order to relate it to other dimensions on the relationship between climate change and water (information, training previous on climate change and pro-environmental attitudes) in their different dimensions in three different territorial contexts. Three hypotheses have been tested: (1) The denial of the CC is significantly associated with a representation that belittles the consequences of global warming and other extreme phenomena. (2) Territorial contexts with high average rainfall levels and low average annual temperatures tend to minimize the social representation of water risks associated with the CC. (3) There is significant interaction between the socio-cultural context and social representations on the causes, consequences and solutions to the problems of CC and water. The first two hypotheses have been rejected, while the third has been accepted. The research results show high climate literacy in the samples of selected university students. It is noted that students recognize a close relationship between the problem of water and the climate crisis. Likewise, they identify different types of causes, consequences, physical processes and solutions. Different climatological contexts do not show significant differences in the social representations that students show about climate change, while socio-educational variables such as available scientific information, or ideology orientation do show significant differences.

show abstract

El cambio climático y el agua: lo que piensan los universitarios

Cited by 6 publications

References 14 publications

Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs

Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs

Conocimientos del profesorado en formación inicial sobre la Nueva Cultura del Agua

Water and Climate Change, Two Key Objectives in the Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts

Contact Info

Product

Resources

About