Assessing Water Literacy: Undergraduate Student Conceptions of Groundwater and Surface Water Flow

Abstract

Given the importance of fresh water, we investigated undergraduate students’ understanding of water flow and its consequences. We probed introductory geology students’ pre-instruction knowledge using a classroom management system at two large research-intensive universities. Open-ended clicker questions, where students click directly on diagrams using their smart device (e.g., cell phone, tablet) to respond, probed students’ predictions about: (1) groundwater movement and (2) velocity and erosion in a river channel. Approximately one-third of students correctly identified groundwater flow as having lateral and vertical components; however, the same number of students identified only vertical components to flow despite the diagram depicting enough topographic gradient for lateral flow. For rivers depicted as having a straight channel, students correctly identified zones of high velocity. However, for curved river channels, students incorrectly identified the inside of the bend as the location of greatest erosion and highest velocity. Systematic errors suggest that students have mental models of water flow that are not consistent with fluid dynamics. The use of students’ open-ended clicks to reveal common errors provided an efficient tool to identify conceptual challenges associated with the complex spatial and temporal processes that govern water movement in the Earth system.

Uncovering Gender Differences in Water Literacy among High Schoolers

“…Science, social studies, and environmental studies are just a few of the areas that the curriculum can be implemented into. The nature and properties of water, the water cycle and how it affects the environment, the significance of water for human health and well-being, water management and conservation techniques, and issues and challenges relating to water, such as pollution, drought, and flooding, are some of the subjects that might be covered in a water literacy curriculum (Huffling & Scott, 2021;Ladue et al, 2021). Teachers may aid children in understanding the crucial role that water plays in their lives and the environment around them by promoting water literacy (Radzi et al, 2019).…”

“…Students can learn about the significance of water in their daily lives, as well as the health and wellbeing of their communities and environment, by learning about water literacy. Additionally, it can educate students on the difficulties and problems associated with water availability, conservation, and management while also motivating them to take action to safeguard and maintain water resources (Kasim & Halim, 2019;Ladue et al, 2021;Mustakim et al, 2019). Students can have a greater awareness of the crucial role that water plays in their lives and the world around them by boosting their water literacy, which can be accomplished by educators.…”

Structural and Contentual Complexity in Water Governance

“…Larson and Redman [99] apply the Kaiser-Fuhrer typology to water education programs. Schneiderhan-Opel and Bogner [100] and LaDue et al [101] both elaborate on 'water literacy'-combining hydro-social knowledge and decisions on water-related, socio-scientific issues-amongst pupils or students.…”

Initiating collective action for the management of deep confined aquifer systems: application of a participatory scenario approach in France

“…The second challenge is the lack of public awareness of groundwater issues (Suvedi et al 2000;Dickerson et al 2007;Arthurs et al, 2018;laDue et al 2021). While numerous societal groups feel concerned by surface water management, deep aquifer systems, are largely unknown to the public.…”