Reframing hydrology education to solve coupled human and environmental problems

Abstract

Abstract. The impact of human activity on the biophysical world raises myriad challenges for sustaining Earth system processes, ecosystem services, and human societies. To engage in meaningful problem-solving in the hydrosphere, this necessitates an approach that recognizes the coupled nature of human and biophysical systems. We argue that, in order to produce the next generation of problem-solvers, hydrology education should ensure that students develop an appreciation and working familiarity in the context of coupled human-environmental systems. We illustrate how undergraduate-level hydrology assignments can extend beyond rote computations or basic throughput scenarios to include consideration of the dynamic interactions with social and other biophysical dimensions of complex adaptive systems. Such an educational approach not only builds appropriate breadth of dynamic understanding, but can also empower students toward assuming influential and effective roles in solving sustainability challenges.

Values Use in Undergraduate Students’ Socio‐Hydrological Reasoning: A Comparative Study

“…This study addresses the need to better understand students’ reasoning about SHIs and to appreciate possible differences in the reasoning of citizens from developing and developed countries. This study contributes to research on importance of students developing decision‐making skills and conceptual understanding about water (Ewing and Mills, 1994; King et al, 2012; Noll, 2003; Pathirana et al, 2012; Williams et al, 2009), engagement with SSIs (Sivapalan et al, 2012, 2014), socio‐scientific reasoning (Sadler and Zeidler, 2005), the use of values in reasoning, and differences in how individuals from developing and developed countries may reason. Moreover, this study has implications for the fields of education, human dimensions of natural resources, and science literacy.…”

“…Because values influence how individuals think and behave, they must be acknowledged, respected, and leveraged by educators in ways that support students’ learning. Water literacy involves not only understanding core disciplinary concepts, but also understanding the context‐dependent variables associated with water‐related issues (King et al, 2012). The combination of knowledge, values, and skills needed to reason through SHIs at high levels is beneficial not only for being a successful student with increased scientific literacy (Christenson and Rundgren, 2015; Ryder et al, 1999; Surpless et al, 2014; Tal and Kedmi, 2006), but also an involved stakeholder in the global water system.…”

“…One context in which to cultivate scientific literacy is undergraduate education at postsecondary institutions of higher education. To cultivate scientifically literate citizens, past research has focused on teaching students to make decisions informed by scientific information, better understanding the science behind those decisions, helping students make connections across disciplines, and reframing water science to include human components (Arvai et al, 2004; Bell and Lederman, 2003; Eisen et al, 2009; King et al, 2012). However, developing water literacy is difficult for many learners across the K–16 spectrum and into adulthood (Ewing and Mills, 1994; Williams et al, 2009).…”

“…The SHIs provide an effective approach to supporting students’ development of water literacy (Eisen et al, 2009; King et al, 2012; Sivapalan et al, 2012; Sivapalan et al, 2014; Surpless et al, 2014). To do so effectively, students must be afforded opportunities to express and utilize personal values in reasoning about SHIs.…”

“…Currently, there is no ecosystem on Earth that has not been impacted by humans (King et al, 2012). With the world's population forecasted to reach 9.8 billion by 2050 (United Nations, 2017), it is critical for today's global citizens to understand how a rapidly expanding population will continue to strain ecosystems (Rockstrőm et al, 2009).…”