Water education in school curricula: impact on children knowledge, attitudes and behaviours towards water use

Amahmid, Omar; Guamri, Youssef El; Yazidi, Mohamed; Razoki, Bouchra; Rassou, Khadija Kaid; Rakibi, Youness; Knini, Ghizlane; Ouardi, Touria El

doi:10.1080/10382046.2018.1513446

Cited by 52 publications

(48 citation statements)

References 27 publications

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“…This allows us to put into practice the new principles of education of the new millennium, giving greater prominence to the figure of the student and the use of the different technopedagogical resources that are emerging every day and whose access to the educational field cannot be denied [74]. This research is postulated as a continuity of previous works reported from the impact literature of recent years that have demonstrated the effectiveness of flipped learning in training processes [15,[17][18][19][45][46][47][48]. This effectiveness is produced by contrasting flipped learning with a traditional methodology, where the teacher is the only source of information and it is transmitted in an expository way [75].…”

Section: Justification and Objectivesmentioning

confidence: 74%

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Flipped Learning Approach as Educational Innovation in Water Literacy

Moreno-Guerrero

Rodríguez

Belmonte

et al. 2020

Water

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Water literacy has become a fundamental aspect in today’s society, as its conservation, preservation and management is key to ensuring human survival. The purpose of this paper was to analyze the effectiveness of flipped learning methodology on a traditional training practice in water literacy at the first level of secondary education. The flipped learning method consisted in providing the contents to the students before the class sessions, encouraging an active learning. A descriptive study was adopted with two experimental groups, two control groups and only post-test. An ad hoc questionnaire was used as an instrument to measure the parameters: Socio-educational, Motivation, Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and Ratings. The final sample was composed of 120 students, divided into four groups of 30 students each. The application of the treatment in the experimental groups lasted 10 sessions of 55 min. The results indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects that improved most with the flipped learning approach. However, no significant differences in ratings were found. Finally, the main findings and their implications for water literacy are discussed.

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Section: Justification and Objectivesmentioning

confidence: 74%

“…Awareness of water use is growing by leaps and bounds in educational systems around the world [16] due to the lack of water in certain parts of the planet [17]. The main reasons focus on drought [18], increasing pollution [19] and misuse of this natural resource [20].…”

Section: Water Awareness and Teaching In Learning Spacesmentioning

confidence: 99%

Flipped Learning Approach as Educational Innovation in Water Literacy

Moreno-Guerrero

Rodríguez

Belmonte

et al. 2020

Water

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“…Whereas fieldwork, projects, value clarification, role playing and concept mapping will involve the students in the learning experiences within the CCE classroom and regarded as learner-centered teaching strategies, the use of community-based resources and invitation of resource persons to the CCE classroom are innovative strategies, which are distinct from the conventional lecture strategies adopted by majority of teachers. Teachers ought to be versed in these strategies, which are effective in CCE contents (Amahmid et al, 2019;Eze, 2020;UNESCO, 2017). Useful insights from previous studies indicate that environmental and sustainability educational experiences should minimize lecturing to embrace 'more engaging, hands-on and learner-centered pedagogies' for better learning.…”

Section: Interpretation Of the Components Component Onementioning

confidence: 99%

Dimensions of Teachers’ Expressed Capacity Building Needs on Climate Change Education Strategies

Eze

Nwagu

2021

INTERDISCIPLINARY J ENV SCI ED

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Teaching is successful only when learning (a change in behaviour) is achieved. Diverse effective strategies are employable by teachers to facilitate students' learning within the formal context of climate change education (CCE), covering the cognitive, affective and psychomotor domains corresponding to the head, heart and hands model. This quantitative study adopts a descriptive survey research design to assess teachers' expressed capacity building needs in order to ascertain gaps pertaining to effective teaching strategies related to the CCE-infused curriculum in Enugu state. A total of 410 in-service public secondary school teachers serve as respondents in this study, spread across four education zones within the study area. A self-developed questionnaire served as the instrument for data collection in this study. This instrument passed face validity and reliability tests (Alpha = .84). Descriptive statistics, mean, mean differences tests and exploratory factor/dimension reduction analyses were applied to analyze data. Overall, teachers expressed high capacity building need in most of the CCE strategies listed, irrespective of tested teacher variables. Also, the results show two underlying factors/themes under which capacity building needs on the listed CCE strategies are grouped -innovative, learner-centered/inclusive teaching strategies and the use of instructional materials/media. Inference drawn from findings is that learner-centered strategies/media are lacking in CCE, which would inhibit students' learning about climate change. If the current trend is disregarded, achieving holistic CCE as captured by the head, heart and hands model will be unattainable and with severe consequences on the future of the earth's environment.

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“…Climate change, loss of agricultural land, and minimized access to water resources have become a threat to sustainable food security (Ligmann-Zielinska & Rivers, 2018). In Morocco, climate change and increasing demand for industrial and household needs have significantly reduced the availability of water resources (Amahmid et al, 2018). In China, food security has become a genuine national crisis throughout the development process in the country.…”

Section: Introductionmentioning

confidence: 99%

“…Education on nutrition and resource management is needed to reduce food insecurity (Kaiser et al, 2015). Achieving sustainable food security must also be combined with societal changes through knowledge, attitudes, and behavior (Amahmid et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Development of Food Security Behavior Model through Environmental-Based Learning: A System Dynamics Approach

Sjaifuddin

Hidayat

Fathurrohman

et al. 2019

JPII

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Food security behavior is essential to be developed through continuous development of knowledge, awareness, attitudes, values, skills, and responsibility. Utilization of system dynamics methodology in educational research in the field of food security is still limited. Thus, this research aimed to develop a model of food security behavior through environmental-based learning by utilizing a system dynamics methodology. This approach starts with defining problems dynamically, developing concepts in circular causality, identifying stocks, flows, simulating, and validating the model. Through quantification of variables involved in the development of food security behavior model, the results showed that during 6 years of simulation, environmental-based learning could improve food security behavior sustainably (from 10.60 at the beginning to 74.19 at the end of simulation year) having the growth forming an exponential curve. The increase of food security behavior occurred gradually through increasing food security attitudes (from 2.09 to 7.45), food security awareness (from 0.55 to 2.34), food security values (from 0.23 to 0.85), food security knowledge (from 1.53 to 6.17), food security skills (from 0.61 to 1.83), and food security responsibility (from 0.88 to 1.67).

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Water education in school curricula: impact on children knowledge, attitudes and behaviours towards water use

Cited by 52 publications

References 27 publications

Flipped Learning Approach as Educational Innovation in Water Literacy

Flipped Learning Approach as Educational Innovation in Water Literacy

Dimensions of Teachers’ Expressed Capacity Building Needs on Climate Change Education Strategies

The Development of Food Security Behavior Model through Environmental-Based Learning: A System Dynamics Approach

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