Global Public Water Education: The World Water Monitoring Day Experience

Araya, Yoseph N.; Moyer, Edward H.

doi:10.1080/15330150601059522

Cited by 7 publications

(7 citation statements)

References 9 publications

(11 reference statements)

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“…Several successful programs have brought water resources science into the classroom, such as the multiple-location World Water Monitoring Day (Araya and Moyer, 2006). Other projects sought to establish watershed science as a more fundamental part of the curriculum for K-12 (Gruver and Luloff, 2008) and college students (Borden et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Quality for Middle Level and High School Student‐Generated Water Quality Data

Peckenham

2014

J American Water Resour Assoc

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Student scientists have analyzed groundwater used for drinking water in rural areas to understand groundwater quality. This was part of a greater effort to understand risks to drinking water. The data produced by middle level and high school students have not been accepted by experts because of concerns about method and student accuracy. We assessed the inherent errors associated with method accuracy, student precision, and sample variability to establish bounds for attainable trueness in water analyses. Analytical test kits and probes were evaluated for the determination of pH, conductivity, chloride, hardness, iron, total soluble metals, and nitrate. In terms of precision, all methods met or exceeded design specifications. Method trueness was variable and in general ranged from good to poor depending on method. A gage reproducibility and repeatability analysis of instrumental methods (pH and conductivity) partitioned the variances into student error (12-46%), instrumental error (8-21%), and random error (45-68%). Overall, student-generated data met some of the quality objectives consistent with the method limitations. Some methods exhibited a systematic bias and data adjustment may be necessary. Given good management of the student analyst process, it is possible to make precise and accurate measurements consistent with the methods specifications.(KEY TERMS: drinking water; quality assurance/quality control (QA/QC); education; public participation; source water protection; monitoring; geochemistry.) Peckenham, John M. and Sarah K. Peckenham, 2014. Assessment of Quality for Middle Level and High School Student-Generated Water Quality Data.

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Section: Introductionmentioning

confidence: 99%

Assessment of Quality for Middle Level and High School Student‐Generated Water Quality Data

Peckenham

2014

J American Water Resour Assoc

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“…Some examples are awareness in waste prevention, water pollution, climate change and biodiversity conservation [3]. Therefore educating and empowering people to become active agents of sustainable and equitable development would be an important step towards a better global future [4]. In this connection, water education is a key theme of the International Hydrological Programme and considered a strategic starting point in developing a new ethic for water governance and management [5].…”

Section: Introductionmentioning

confidence: 99%

Raising Awareness about Water Issues: The Role of Water Symbolism and Proverbs

Sindik¹,

Araya²

2013

JWARP

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Sustainable water management is one of the global grand challenges of our time. Tackling this challenge through corrective actions would require the participation of the general public, a public with sound awareness of the challenge and commitment. One such awareness raising intervention could be through the use of water symbolism and proverbs, targeted to particular society. Water has the different symbolism and levels of importance to people, depending of their personal characteristics and socio-demographic factors (e.g. gender, age, occupation, residence). Similarly, water proverbs can also demonstrate attitudes towards water among communities, ethnic groups and whole nations. Such meanings and symbolism could help determine attitude and be a powerful tool towards education. In this context, we describe and propose a psychological Health Belief Model (HBM) as a way to explain behaviour and stimulate sustainable water management practice.

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“…since the demographic growth predicted for the next decades will increase the water demand, which will pose a challenge to governments (Nieto, 2011). The global water crisis, linked to the increasing degree of environmental awareness of society, must become a motivation to raise responsible citizens who are capable of improving the global management of the water resources (Araya & Moyer, 2006). Therefore, there is an increasing need to educate minors to create a culture responsible for the environment and, particularly, the management of water (Cárdenas, 2013;IGU-CGE, 2016).…”

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confidence: 99%

Environmental education: effects on knowledge, attitudes and perceptions, and gender differences

Rey

Ojeda

Mora-Merchán

et al. 2021

International Research in Geographical and Environmental Educat

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Environmental education: effects on knowledge, attitudes and perceptions, and gender differencesSince it emerged in the 1960s, environmental education has been understood as a response to social concern for the environment (Gough, 2014) and as a decisive tool in the promotion of a responsible citizenry committed to the sustainability of environmental policies (Bell, 2016). In the current context, where the management of climate change has become so urgent, there is a clear need for developing a quality environmental education for the general population, especially among children and young people (Rodrigo-Cano et al., 2019). Thus, environmental education has become a privileged means to attain the goals of sustainable development for both social agents and companies (Ilovan et al., 2019; United Nations, 2019).To reach the social impact that it pursues, environmental education has been especially focused on the child and youth population, since it is not strongly influenced at the social and cultural level (Hueso, 2017).According to Freire (2014), the connection between human beings and nature is built throughout the entire lifespan, although childhood is a crucial moment to enhance such link. This model, focused on the central role of school-age children, does not exclude adults from the processes of environmental education; rather, this poses an education from childhood, where young people would be the promoters of behavioural changes in adults (Cuello, 2003). In fact, some studies have already reported evidence of this indirect impact

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Global Public Water Education: The World Water Monitoring Day Experience

Cited by 7 publications

References 9 publications

Assessment of Quality for Middle Level and High School Student‐Generated Water Quality Data

Assessment of Quality for Middle Level and High School Student‐Generated Water Quality Data

Raising Awareness about Water Issues: The Role of Water Symbolism and Proverbs

Environmental education: effects on knowledge, attitudes and perceptions, and gender differences

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