Towards water literacy: Analysis of standards for teaching and learning about water on Earth

Mostacedo-Marasovic, Silvia-Jessica; Mott, Brooke Colleen; White, Holly; Forbes, Cory T.

doi:10.1080/10899995.2022.2112490

Cited by 5 publications

(5 citation statements)

References 46 publications

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“…This work joins previous studies that elucidate the ways in which complex systems can be seeded at the elementary level [10,53] to give a comprehensive understanding of water-human systems [13]. Our results suggested that the fourth-grade students were able to grasp foundational elements of the interrelationship between complex systems, showed increasing sophistication on elements within the systems, and articulated relationships between elements.…”

Section: Discussionsupporting

confidence: 81%

“…These foundations can begin in the elementary classroom where students recognize the powerful relationship between the water cycle, a staple of the elementary science curriculum, and societal systems, such as life in and around buildings. This intersection of content prepares the next generation to contribute to water-related decision-making in all aspects of human activity [13]. Understanding these relationships is considered water literacy or watershed literacy.…”

Section: Water Literacymentioning

confidence: 99%

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Raising the Green Roof: Enhancing Youth Water Literacy through Built Environment Education

Cole,

Priscilla,

Zangori

et al. 2024

Sustainability

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Green roofs cool cities, clean the air, provide habitat, and manage stormwater. They are compelling tools to teach interconnected human-ecological systems. This study included the design, pilot, and evaluation of a fourth-grade science unit entitled “Raising the Green Roof”, exploring these connections. Five classrooms in two Midwestern U.S. public elementary schools participated, and 4th-grade students (n = 73) drew systems models at three time points (212 models) and wrote their ideas. Qualitative content analyses of the models showed that learners were increasingly combining social systems (green roof infrastructure) with ecological systems (water cycle) across the unit. Students also increasingly evidenced specific knowledge as they progressed through the unit. The analysis of student models revealed that most student confusion is related to built environment aspects (e.g., how water moves from building roofs to municipal waterways). Results of the study suggest the potential for teaching socio-hydrologic systems thinking at the fourth-grade level. The findings emphasize the need to enhance built environment education for youth in science units that aspire to connect features of the built environment, such as green roofs, with ecology. The study additionally reinforced the effectiveness of place-based units in elementary education that emphasize science practices.

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Section: Discussionsupporting

confidence: 81%

Section: Water Literacymentioning

confidence: 99%

Raising the Green Roof: Enhancing Youth Water Literacy through Built Environment Education

Cole,

Priscilla,

Zangori

et al. 2024

Sustainability

View full text Add to dashboard Cite

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

confidence: 99%

“…Water education can take place through various ways and at different times, but for many, school education through the elementary and secondary years will constitute their primary opportunity to learn about water, pointing to the importance of developing students' water literacy during this time [42]. In 2023, Mostacedo-Marasovic et al [42] reviewed the literature around water learning and found that school students exhibit a multitude of scientifically inaccurate ideas about water systems; this was also the case with undergraduate students and adults. Moreover, Mostacedo-Marasovic et al [42] report that when thinking about the water cycle, elementary, middle, and high school students tended to be unaware of water elements that were invisible to them, such as groundwater, aquifers, atmospheric water, water molecules, and landscapes.…”

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

confidence: 99%

“…In 2023, Mostacedo-Marasovic et al [42] reviewed the literature around water learning and found that school students exhibit a multitude of scientifically inaccurate ideas about water systems; this was also the case with undergraduate students and adults. Moreover, Mostacedo-Marasovic et al [42] report that when thinking about the water cycle, elementary, middle, and high school students tended to be unaware of water elements that were invisible to them, such as groundwater, aquifers, atmospheric water, water molecules, and landscapes. Other studies also highlight gaps in water literacy.…”

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

confidence: 99%

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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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A Phenomenological Study: Ardabil Primary Schools Students’ View of Water Scarcity

Karami

2024

Handbook of Nature-Based Solutions to Mitigation and Adaptation to Climate Change

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Towards water literacy: Analysis of standards for teaching and learning about water on Earth

Cited by 5 publications

References 46 publications

Raising the Green Roof: Enhancing Youth Water Literacy through Built Environment Education

Raising the Green Roof: Enhancing Youth Water Literacy through Built Environment Education

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

A Phenomenological Study: Ardabil Primary Schools Students’ View of Water Scarcity

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