What is a watershed? Implications of student conceptions for environmental science education and the National Science Education Standards

Abstract

ABSTRACT:The purpose of this study was to investigate students' conceptions about watersheds. Specifically: (1) What are students' conceptions of a watershed? and (2) In what ways might students' conceptions vary by grade level and community setting? This study was descriptive in nature and reflected a cross-age design involving the collection of qualitative data from 915 students from the Midwest, United States. These qualitative data were analyzed for their content in an inductive manner, identifying student's conceptions. This content analysis was followed with a statistical analysis to determine the significance in the frequency of the identified student conceptions. Four categories emerged that reflected these students' conceptions. Based on these findings, we make curricular recommendations that build on the students' conceptions, the watershed concept, and the National Research

What does three‐dimensional teaching and learning look like?: Examining the potential for crosscutting concepts to support the development of science knowledge

“…Research by Shepardson and colleagues () describes the knowledge of students in Grades 6–9 about watersheds as existing within four hierarchical categories: (1) a dynamic system that includes the water cycle and the flow of water on land toward bodies of water, (2) water flow based on topography but no groundwater or runoff in the process, (3) a focus on water storage in lakes and rivers, and the lowest category (4) a man‐made structure (e.g., a shed that held water). In their study, most student representations fell in the lowest or highest understanding categories with few examples of Level 2 or Level 3, and only 29% of respondents fell into the Level 1 category.…”

A New Method for Analyzing Data From Visual Artwork

“…Shepardson et al (2009) implement a methodological approach to visual artwork interpretation by prompting students to draw and explain the greenhouse gas effect, followed by an analysis of the drawings to determine students' understanding of the phenomena. An earlier study uses similar methods to evaluate students' knowledge of watersheds (Shepardson et al, 2007). By focusing on specific content in the drawings, this method captures broad thematic motifs rather than specific visual content.…”

“…Methods to interpret diagrams and drawings in response to specific prompts have been developed and used to great effect (Shepardson, Niyogi, Choi, & Charusombat, 2009;Shepardson, Wee, Priddy, Schellenberger, & Harbor, 2007). The methods used to interpret the extent of learning and retention of subject matter is an encouragement to visual arts as an interdisciplinary practice, though it does not assist in the analysis of data that will reveal qualities about the work itself.…”

Research Article: Sustainability Education and Public Diplomacy: A Case Study of the United States Institute on the Environment

“…Curriculum designed for experiential learning in the watershed highlights the importance of protecting water resources and preserving habitat and cultivates a learner's sense of place~Miner and Elshof, 2007;Sarkar et al, 2007;Shepardson et al, 2007!. Environmental policies in the State of Hawai'i are distinguished by their need to address both marine and terrestrial ecosystems in both rural and urban contexts that are rarely found in such close proximity to one another on the US mainland. Curriculum designed for experiential learning in the watershed highlights the importance of protecting water resources and preserving habitat and cultivates a learner's sense of place~Miner and Elshof, 2007;Sarkar et al, 2007;Shepardson et al, 2007!. Environmental policies in the State of Hawai'i are distinguished by their need to address both marine and terrestrial ecosystems in both rural and urban contexts that are rarely found in such close proximity to one another on the US mainland.…”