Groundwater in Science Education

Dickerson, Daniel; Penick, John E.; Dawkins, Karen R.; Sickle, Meta Van

doi:10.1007/s10972-006-9019-2

Cited by 44 publications

(42 citation statements)

References 29 publications

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“…Algumas vezes o desenho demonstra mais apropriadamente a visualização mental dos estudantes sobre um fenômeno natural (DICKERSON, 2007 A agricultura também representa em todo o mundo uma importante fonte de contaminação de águas subterrâneas. A irrigação geralmente lança no solo uma quantidade de água maior do que a necessária para a evaporação e transpiração.…”

Section: Resultsunclassified

Concepções De Futuros Professores Sobre Águas Subterrâneas

Sabino

Lobato

Coutinho

et al. 2009

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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ResumoÁguas subterrâneas são fonte de água potável para muitas pessoas em todo o mundo, principalmente em áreas rurais. Por este motivo a qualidade destas águas é de importância fundamental. Inúmeros materiais tem sido identificados como contaminantes de águas subterrâneas. Apesar de ser este um precioso recurso natural, poucos professores tem conhecimento suficiente sobre o tema, compreendendo os diferentes conceitos envolvidos. Este estudo teve como objetivo avaliar as percepções e o conhecimento sobre o assunto de futuros professores de ciências. 100 estudantes de licenciatura participaram da pesquisa e os resultados indicam que os participantes tem concepções insuficientes sobre os princípios de hidrologia, apesar da importância das águas subterrâneas para a saúde, economia e qualidade de visa. Ficou demonstrada a importância de melhorar o conhecimento de alunos e professores sobre conceitos relacionados a este tema. Palavras-chave:Águas subterrâneas, fontes de contaminação, ensino. AbstractGround water is the source of drinking water for many people around the world, especially in rural areas. Inasmuch as ground water provides drinking water to so many people, the quality of ground water is of Paramount importance. A wide variety of materials have been identified as contaminants found in groundwater. Although clean, potable groundwater constitutes one of our most valuable resources, few science educators hold complete and appropriate understandings regarding the concept. In this study the knowledge and perceptions about groundwater of future science educator were assessed and data were collected from 100 science students. The results of this study indicate that the participants held inappropriate conceptions of hydrogeologic principles despite groundwater's importance to their health and economic well-being. It is important to improve conceptual understanding of ground water among science students and teachers.* Mestrado Profissional em Ensino -PUC Minas.

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Section: Resultsunclassified

Concepções De Futuros Professores Sobre Águas Subterrâneas

Sabino

Lobato

Coutinho

et al. 2009

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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“…First, we aimed to identify the preconceptions held by students in an introductory environmental science class about specific watershed management topics. There have been calls for more research in this area (Dickerson et al ; Keinonen et al ), in part because comparatively little research has investigated students’ preconceptions about watershed management, especially in urban, Southwest desert environments. While there is research reporting students’ level of agreement with factual statements about water safety and access (Mahler and Barber ), this is a drop in the bucket compared to the depth and breadth of research investigating students’ preconceptions about other science topics (e.g., hundreds of studies document students’ preconceptions of topics such as climate change, force, and photosynthesis).…”

Section: Misconceptions Alternative Conceptions Preconceptions?mentioning

confidence: 99%

“…Specifically, we focused on aquifer recharge, barriers to water infiltration, and actions that organizations and citizens can take to enhance water infiltration. In response to calls for further research on instructional approaches to teaching about water‐related environmental science (Dickerson et al ), we designed an experiential learning activity based upon research about how people learn. In particular, we focused on student preconceptions and how preconceptions can impair or propel learning outcomes.…”

Section: Misconceptions Alternative Conceptions Preconceptions?mentioning

confidence: 99%

Changing Student Conceptions of Arid, Urban Watershed Management

Thomas¹,

Svihla

2017

Contemporary Water Research

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Despite the central importance of water, few students have the opportunity to study water resources management in secondary education. Even in tertiary education—unless they major in water resources or a closely related field—they are likely to receive only a week or two of instruction about water resources in introductory science courses. Typical instruction in such courses is textbook‐based, with the course instructor lecturing on a broad range of topics. Complicating this, little is known about student preconceptions, which may interfere with—or be used to support—learning. We sought to identify preconceptions in an introductory environmental science course at an urban, research (R1) university in the arid Southwest of the United States. We used a pre/post design to assess student preconceptions about their urban campus watershed and designed a brief, experiential learning exercise. While experiential learning is common in water resources management programs, it is less common in introductory courses. We developed a coding scheme to analyze the pre‐ and post‐test responses; results showed students held normative and non‐normative preconceptions. There was significant growth in students’ conceptual understanding between the pre‐test and post‐test, (t(33) = −2.25, p < .05), with a small to medium effect size, d = −0.393. This finding supports the use of experiential learning as a means to teach students about water resources, even in an introductory course. Understanding students’ preconceptions of arid, urban watersheds can assist in how to better design curriculum. Such improvements in curricular design can empower students to make better decisions about urban watersheds.

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“…Recent studies, however, showed that the perception of the water cycle in the mind of many high school students lacks its dynamic, cyclic and systemic aspects, is incomplete and will include misconceptions (Ben-zvi-Assarf and Orion, 2005;Dickerson et al, 2006). Ben-zvi-Assarf and Orion (2005) concluded that this is a consequence of the traditional disciplinary approach to science teaching based on their survey of 1000 junior high school students (7th-9th grade) from six urban schools in Israel.…”

Section: Hydrology Education Assessmentmentioning

confidence: 99%

It takes a community to raise a hydrologist: the Modular Curriculum for Hydrologic Advancement (MOCHA)

Wagener

Kelleher

Weiler

et al. 2012

Hydrol. Earth Syst. Sci.

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Abstract. Protection from hydrological extremes and the sustainable supply of hydrological services in the presence of changing climate and lifestyles as well as rocketing population pressure in many parts of the world are the defining societal challenges for hydrology in the 21st century. A review of the existing literature shows that these challenges and their educational consequences for hydrology were foreseeable and were even predicted by some. However, surveys of the current educational basis for hydrology also clearly demonstrate that hydrology education is not yet ready to prepare students to deal with these challenges. We present our own vision of the necessary evolution of hydrology education, which we implemented in the Modular Curriculum for Hydrologic Advancement (MOCHA). The MOCHA project is directly aimed at developing a community-driven basis for hydrology education. In this paper we combine literature review, community survey, discussion and assessment to provide a holistic baseline for the future of hydrology education. The ultimate objective of our educational initiative is to enable educators to train a new generation of "renaissance hydrologists," who can master the holistic nature of our field and of the problems we encounter.

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Groundwater in Science Education

Cited by 44 publications

References 29 publications

Concepções De Futuros Professores Sobre Águas Subterrâneas

Concepções De Futuros Professores Sobre Águas Subterrâneas

Changing Student Conceptions of Arid, Urban Watershed Management

It takes a community to raise a hydrologist: the Modular Curriculum for Hydrologic Advancement (MOCHA)

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