Primary and Secondary Students’ Understanding of the Rainfall Phenomenon and Related Water Systems: a Comparative Study of Two Methodological Approaches

Barrutia, Oihana; Ruiz‐González, Aritz; Villarroel, José Domingo; Díez, José Ramón

doi:10.1007/s11165-019-9831-2

Cited by 10 publications

(2 citation statements)

References 34 publications

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“…Spanish primary, secondary, and pre-university Baccalaureate students were found to lack understanding of the water cycle and the effects of climate change upon it [47]. Spanish students also have trouble identifying where water in nature moves or where tap water comes from to their homes [48,49]; German university freshmen held misconceptions about urban water cycles [50]; Australian secondary students have very limited understanding of the role of oceans and the water cycle in climate change processes [51], while similar gaps in understanding have been found in American elementary students [52]. And even when some schools adopt a focus on the marine environment, students still have misconceptions about the hydrosocial system's effects on the atmosphere and evaporation aspects of the water cycle [53].…”

Section: Water Literacy: Extensive Student and Teacher Gaps In Unders...mentioning

confidence: 99%

A Comprehensive Approach to Water Literacy in the Context of Climate Change

Boon

2024

Education Sciences

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Anthropogenic climate change is impacting human survival through its impact upon water quality and availability. An urgent ethical imperative is thus raised for education policy makers and schools, particularly in the Australian and Asia Pacific regions, to adopt a curriculum to help students mitigate and adapt to the dire consequences caused by a warming planet. Through a blue transdisciplinary school curriculum, students will better understand and respond to the broader aspects of what is referred to as the hydrosocial cycle. A school move towards a blue curriculum requires educational policy to mandate an emphasis on the climate change effects upon the water cycle. An effective shift to a blue curriculum also requires that teachers’ ethical perspectives and sensitivities are sharpened through their tertiary education courses. This is needed so they develop confidence and pedagogy for teaching anthropogenic climate change generally, something still missing from Australian and other classrooms around the world, and, more specifically, for teaching the hydrosocial cycle. The Four Component Model of Ethical Decision Making is offered as a useful framework to guide teachers in examining their values and motivations when teaching potentially confronting topics such as the impacts of climate change upon the hydrosocial cycle.

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Section: Water Literacy: Extensive Student and Teacher Gaps In Unders...mentioning

confidence: 99%

A Comprehensive Approach to Water Literacy in the Context of Climate Change

Boon

2024

Education Sciences

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“…Se empleó un método mixto basado en un cuestionario y dibujo libre para detectar e identificar las ideas del alumnado sobre la salud y la enfermedad. Ambas herramientas son complementarias y útiles para explorar y comprobar la consistencia y coherencia de las ideas de las niñas y niños sobre diferentes conceptos científicos (Barrutia et al, 2019).…”

Section: Instrumentos De Recogida De Datos Y Procedimientounclassified

¿Ha cambiado la pandemia del COVID-19 la percepción de las niñas y niños de Educación Primaria sobre la “salud” y “enfermedad”?

Sagasti

Barrutia

2022

DCES

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Este trabajo estudia la evolución de las concepciones sobre la “salud” y la “enfermedad” de un grupo de alumnado de Educación Primaria (8-9 años) antes y nueve meses después de la declaración de la pandemia del COVID-19 (enero y noviembre de 2020, respectivamente). Para ello se han utilizado cuestionarios abiertos y la elaboración de dibujos. Los resultados reflejan que la pandemia fortaleció la relación que los niños y niñas establecían entre la salud y la buena alimentación, la realización de actividad física y los sentimientos de alegría. En cambio, la enfermedad la vincularon más estrechamente con actitudes sedentarias. Tras meses en pandemia, el alumnado relacionó la salud y la enfermedad principalmente con factores físicos dejando de lado los sociales o emocionales, evidenciando así la necesidad de trabajar con un enfoque interdisciplinar la multidimensionalidad de estos conceptos y dejando atrás una educación normativa y culpabilizadora.

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