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In recent years, environmental problems have been increasing rapidly around the world and affecting a wide range of environments. Many campaigns are carried out to raise awareness about environmental problems. This study aims to determine the ideas of students at different education levels about environmental problems and to compare these ideas with each other according to their fields. The survey model was used as the research method. The study group of the research consists of a total of 298 students: 75 at the 4th grade level of primary school, 90 at the 7th grade level of secondary school, 56 at the 11th grade level of high school, and 68 at the 3rd and 4th grade level of the university. The "Environmental Problems Opinion Survey", consisting of four open-ended questions, for which validity studies were conducted, was applied to the study group. The descriptive analysis method was used to analyze the data. Environmental pollution is seen as the most important environmental problem at all levels of education. While the answer to the most important cause of environmental problems is littering at the primary school level, it is shown that people act unconsciously on environmental issues at other levels of education. While the answer to the question about your most frequent behavior to prevent environmental problems was "I throw away the garbage" at the primary school, high school and university levels, the answer to the question "I throw the garbage away" was encountered at the secondary school level. Finally, it was suggested that awareness-raising activities be held at all education levels regarding the solution of environmental problems. Based on all these results, it has been observed that similar answers are encountered at all levels of education regarding environmental problems. Conducting more studies to increase students' awareness of environmental problems is among the recommendations of this study.

This study aimed to evaluate the effectiveness of a design thinking teaching and learning model on students' design thinking skills in science class. The study utilised two projects, 'Making a Simple Solar Water Heater' and 'Drawing a 3D Topographic Map of Zhejiang Province,' based on the 5th-grade science curriculum in China, and involved 45 Grade-5 students from a primary school. The quasi-experimental repeated measure method was used to evaluate the students' improvement in design thinking skills, with task-based pre-, mid-, and post-tests. Employing quantitative data analysis, the results showed significant improvement in students' overall performance, with more pronounced improvement between the pre-test and post-test than between the pre-test and mid-test. The analysis of the seven design indexes of students' design work demonstrated significant improvement in five indicators, except for 'material' and 'shape.' The study highlights the importance of incorporating design thinking into elementary school curricula to equip students with the necessary competencies for success in the twenty-first-century workforce.

In 2019 the Budj Bim cultural landscape in south western Victoria was listed on the World Heritage Register. It is significant firstly for the Gunditjmara people as a culmination of regaining control over their traditional lands and international recognition of their unbroken connection with the land extending back tens of thousands of years. It undermines a longstanding distinction made in heritage assessment between tangible (material) and intangible (immaterial) categories by instead seeing these as interdependent and 'constitutive entanglements' of everyday life. The corresponding distinction too often made between the built and the natural environment has resulted in a disproportionate acceptance that associates built environment heritage with European or Western societies and identities natural environmental heritage with Indigenous landscapes. Introducing a socio-material perspective where these formerly separate categories are seen as interdependent enables a new mode of understanding cultural connection to the land that is potentially transforming. Finally, it is significant as an exemplar of Indigenous led heritage work that brings together political struggle and advocacy, history work, and in the process creates new knowledge.

Water safety skills are vital for the safety and well-being of all individuals but especially for individuals with autism spectrum disorder (ASD). Research regarding on-deck water safety behaviors and water safety skills for individuals with ASD levels 2 and 3 is limited. Therefore, the purpose of this study was to evaluate the effects of behavior analytic strategies in teaching water safety skills to children diagnosed with ASD level 2 and 3. A multiple-probe design across three participants was utilized in which participants did not enter intervention until their baseline data were stable and the participant before had stable intervention data. Each participant engaged in 100% of the measured water safety behaviors by the end of the study. The results suggest that this intervention may increase safe on-deck behavior in a community pool setting. Suggestions for future research and implications for practice are discussed.

Topics associated with the chemical sciences form a significant part of the curriculum in science at the primary school level in the U.K. In this methodology paper, we demonstrate how a wide range of research articles associated with the chemical sciences can be disseminated to an elementary school audience and how children can carry out investigations associated with cutting-edge research in the classroom. We discuss how the Primary Science Teaching Trust's (PSTT's) "I bet you did not know" (IBYDK) articles and their accompanying Teacher Guides benefit children, primary (elementary) school teachers, and other stakeholders including the researchers themselves. We define three types of research articles; ones describing how children can reproduce the research themselves without much adaptation, others where children can mirror the research using similar methods, and some where an analogy can be used to explain the research. We provide exemplars of each type and some preliminary feedback on articles written.

The purpose of this study is to identify the effects of individual use of a worksheet in analyzing the network of flowing waters in a territory represented on a map and partially known by the students. 16 fourth grade students participated in the study. In the activity, three stages were completed: in the first stage, the students solved a pre-test with 10 True-False items about the flowing waters of the studied territory; in the second stage they solved the tasks in a worksheet based on the analysis of flowing waters represented on the map; in the third stage the students solved a post-test similar to the one in the first stage. The results show that the students, after analyzing the map with the help of the worksheet, in the formative intervention, have a greater volume of knowledge about the running waters of the commune where they live, which proves the effectiveness of this worksheet.

Under-education in Cameroon significantly hampers the nation's socio-economic development. Addressing this issue is crucial for enhancing the overall quality of life and economic growth of the country. This study identifies and analyses the primary factors contributing to under-education, offering actionable solutions to improve educational outcomes and promote sustainable development. The study employed a mixed-methods approach combining quantitative and qualitative data. Surveys were conducted with 1,000 households across urban and rural regions, alongside in-depth interviews with 50 educators, policymakers, and community leaders, and field observations in 20 schools. Structured questionnaires, semi-structured interview guides, and observation checklists were used. Advanced statistical techniques, including regression and factor analysis, were applied.

Video is a common tool for engaging audiences in Extension topics, yet evaluation of the different video production approaches is lacking. We compared learning and emotional outcomes after boaters in the Great Lakes watched either a narrative or didactic video focused on how to prevent the spread of an aquatic invasive species. There were differences in how each approach affected viewers, indicating that there can be utility in both approaches to video production. Extension staff that are creating videos should have these outcomes in mind to promote desired behaviors.

Through a multistakeholder partnership, this research aims to catalyze the development of a blue economy corridor (BEC) through community-based asset mapping in the eastern portion of the Tar-Pamlico River Basin in North Carolina, a geographic area predominated by physically and culturally rural landscapes. Underpinned by appreciative inquiry, this project aims to counter a deficit model of community development in this portion of eastern North Carolina by increasing awareness of quality of life assets that communities currently possess and may leverage for sustainable economic, environmental, and social development through their inclusion in a digital interactive map freely available to the public.

In the current study, an engineering design-based STEM activity was designed and implemented for 5th graders. The current activity is expected to provide guidance and perspective to teachers (practitioners) in designing and implementing an activity based on design-based learning, STEM activity, and engineering design process (EDP). At the same time, during the implementation of the activity, teachers and students experienced a STEM activity based on the EDP. In the fall semester of the 2022-2023 academic year, this STEM activity based on the engineering design process was planned for Friction force and water resistance in the 5th-grade middle school science course. Then, the activity was implemented in a class of 21 students. The activity was implemented in three class hours. This activity, titled "Let's Design a Water Slide Boat," aimed at designing a water slide boat that would be least affected by water resistance and friction force to improve students' engineering and design skills. This activity was based on NGSS and the objectives and outcomes set in the 5th-grade science curriculum of the Turkish Ministry of National Education.

This study aims to investigate environmentally responsible and sustainable development of 56 pre-service teachers which relevant to framework of sustainable development goals. The qualitative data were collected and analyzed by summarizing general perspectives. The 9 concepts were found and reported. The ways to sustain environments and education students to reach sustainable development can be done by reduce, reuse, recycle; conserve water; save energy; sustainable transportation; grow trees and keep open areas green; waste management; support eco-friendly products; reduce carbon footprint; and conserve biodiversity. These frameworks and perspectives should be incorporated in education and classroom in action.

As a result of human beings' activities to dominate nature and transform it for their own benefit as they continue to advance in science and technology, environmental problems such as climate change have become the biggest threat faced by the biosphere in the current century. One of the biggest problems of humanity today is the scarcity of water resources. It is important to reveal the meanings attributed to the concept of water in biology textbooks in order to identify and eliminate the deficiencies or gaps between the concepts related to the subject. The main purpose of this study is to analyze how the concept of water is presented in secondary school biology textbooks. In line with this purpose, answers to the following questions were sought: What biological concepts is water associated with in biology textbooks and how often is it used? Under which categories can the concept of water be classified in biology textbooks? In the study, document analysis was conducted on four biology textbooks published by the Ministry of National Education to be taught in high schools in the 2023-2024 academic year. A qualitative methodology based on inductive logic was used to analyze the data. How water is emphasized in biology textbooks was discussed, and categories were developed to conceptualize explanations about water. These categories were: water as a substance in the structure of organisms, water as a habitat for organisms, water as a substance involved in chemical reactions, water as a human health factor, water as an essential requirement for organisms, water as an environmental problem factor and water as a scarcity factor. According to the results of the textbook content analysis, it was seen that the relationships between water and health concepts in the category of water as a human health factor were well structured. In the study, it was seen that the concept of water was presented in accordance with the target achievements in line with the secondary school biology course curriculum and that the key concepts were given literally. However, it was revealed that the concept of water in textbooks should be structured according to the principles of the systems thinking approach.

This study explored the impact of an active project-based, aquaculture constructivist-learning program, as perceived by high school students. The purpose of this case study was to discover if participation in the program influenced students' interest, engagement, and future educational and career aspirations in science, technology, engineering, and mathematics (STEM) when integrating aquaculture in and outside the classroom. Likewise, the study also wanted to explore students' knowledge about aquaculture and skill development after their participation in the program. The study employed a qualitative methods approach to explore students' attitudes and experiences. Qualitative data were collected from post-student focus groups at three different public, rural high schools in Kentucky. Other qualitative data included teacher journal reflections (e.g., personal documents) and public newspaper articles (e.g., public documents). Four emergent themes were found: (1) Students show excitement and enthusiasm in the hands-on, aquaculture program; (2) students show attention to detail in the hands-on, aquaculture tasks, it sticks, and are more responsible; (3) students are collaboratively engaged with their peers; and (4) greater interest and confidence in STEM through practical application. Results demonstrated that the program engaged learners in real-world problem-solving and decision-making situations while working collaboratively in small works. It also appears that students gained an important life skill, responsibility, as well as self-confidence in STEM, after participating in the program.

Local leaders are essential for helping Michigan achieve its 30-year water strategy goals. The Michigan Water School is an Extension nonformal educational program to address the knowledge gap of local leaders. We evaluated programs conducted from 2017 to 2019. Results revealed program outcomes in knowledge, attitudes, perceptions of criticalness to work, and stewardship and behavioral intentions aligned to water quality, water quantity, and field experience units. Growth areas for program improvement include water policy, economics, planning, and finance as well as expanding the focus of the program for transformational leadership and to broaden recruitment efforts.

There is an urgency for compelling new narratives of ecological survival that draw on Indigenous and 'othered' millennial intelligences and agencies. With a focus on the lifegivingness and sacredness of water, this paper is a call for collective inter-cultural cross-species oral-performative, recuperative conversations for re-learning to care for our damaged finite planet. Spirit-being is ever-present in the "St'at'imc" multiverse. Be humble, kind, respectful and at peace the elders tell us. Our original instructions teach us how to live together in harmony and compassion with the rest of creation. In this narrative score, musical signs, symbols spaces and terminologies gesture toward lyrical, rhythmic, somatic, sensate, collaborative performance, including "pause-silence-beat." At a bend of the river, with ancestors and those to come, ubiquitous Indigenous tricksters Coyote and Raven speak on the page as "dramatis personnae" to encourage metamorphosizing from normalizing Eurodiacritics that extinguish and essentialize Indigenous oral expression. Joining the conversation are Sam Jim, a "St'at'imc" elder born in 1866, and German astrophysicists Helga and Viktor who are researching water beyond our shared earthly home, Viktor having had "St'at'imc" research experience in British Columbia. The text is meant to be read aloud.

As environmental awareness grows, so do questions about the environmental impact of photography, in particular traditional film development and processing, which includes the use of plastics, gelatine and other environmentally harmful chemicals notwithstanding water usage and waste. Pioneering practice and research into sustainable alternatives to conventional processes has quickly established, supported by organisations such as The Sustainable Darkroom. Students in Higher Education are environmentally aware and prepared to take action to mitigate their impacts where possible. As such, there is a coalescence of perceptions within and beyond the classroom which asks to be addressed in the curriculum. This paper draws upon the research project Under a Green Light: A Darkroom for the Future which investigated how university darkroom practices can pivot toward more environmentally friendly methods. The paper describes the learning environment of the darkroom as a space of slowness, immersion and experimentation and the pedagogic value of this for photography students. The paper argues that incorporating environmental awareness into day-to-day teaching through systemic changes to process and practice, rather than through short term curriculum interventions, contributes to transformative learning experiences and promotes positive long-term change.

We use novel information about fixture-specific water lead levels (WLLs) in Portland, Oregon schools to explore inequalities in students' potential for exposure to lead in drinking water at school. We find that Black and Hispanic students were in classrooms with higher WLLs than white students primarily because they attended different schools. The elevated exposure of students with non-English first languages was also largely driven by sorting into different schools, although there were marginally significant differences between students within the same school. Our findings underscore the importance of broadly targeted remediation efforts like those implemented in Portland to address environmental injustices.

Understanding the dynamic relationships of the entities that have the most impact on an organization - or that the organization impacts the most - is at the core of stakeholder management approaches. In this article, we present an experiential exercise that provides a creative practical, low-overhead, discussion-oriented classroom activity to engage in a critical examination of the concept of stakeholders. This exercise is especially effective for the stakeholders usually invisibilized. Rather than relying on presenting stakeholder theory, this exercise uses fictional writing as a way for students to give a voice to water, a most often invisibilized stakeholder on an academic campus. The activity encourages reflection on the perception we hold toward certain stakeholders and aims to raise awareness toward the underrepresentation of some of them despite the centrality of their contribution to the organization. The exercise also enables students to grasp that there are limits when trying to speak on behalf of someone or something that structurally does not have a voice. This exercise can be used at the graduate level. Recommendations for adapting the exercise to the large classes are included.

Over the past few years, we have worked together in a citizen science project called "Diamonds on the Soles of our Feet" (see also Goldin et al. 2021, Goldin et al., 2023). In this project we engaged with 420 young learners in the Limpopo Province of South Africa. We came to see participating schools as collaborative ecosystems where young citizens become entangled with water through experiential encounters that make science alive and relevant. Through our engagement with citizen science, we experienced the transformative power of affect and the relevance of emotions in education as a social and political project. In our pedagogy we depart from the idea that human beings are separate from the biosphere, thus recognising the interdependency of all life forms on earth. We believe that keeping science education in laboratories and libraries affirms what Bozalek and Zemblyas (2023) call "privileged irresponsibility". We propose that citizen science and its transformative potential can be one way to redress such irresponsibility. Through impactful encounters with human - nonhuman entanglement and the emotions which are evoked in this process, citizen science can create opportunities for response-ability (Bozalek & Zemblyas, 2023), through teaching and learning with the heart. Such entanglement also resonates with relationality as the currency of care theorists. In the context of our citizen science work, caring for unfamiliar others is a form of non-human-centred care with unfamiliar water bodies in which the binary of inside-outside learning becomes porous as the geographies of water penetrate the classroom walls. In "Diamonds on the Soles of our Feet," we noted how watery spaces and images move back and forth caring-with and through human bodies - waterbodies to school, school to waterbodies. The entanglement with the nonhuman resonates with Massumi's (2015) notion of becoming where there is an unrolling of an event that is a becoming of two together.

This communication shows that although some textbooks do not discuss how to apply Raoult's law to electrolyte solutions, we should not ignore dissociation, and the van't Hoff factor must be considered.

The purpose of the study is to investigate the effects on students' analytical thinking of a learning activity based on the analysis of flowing waters, represented on a hypsometric map. 20 students from the 8th grade participated in the study. The experimental design included three stages: in the first stage in which the students were asked to analyze flowing waters based on a map; in the second stage the students analyzed, in groups, the flowing waters represented on a hypsometric map using a worksheet; in the third stage the students solved the task received in the first stage. The results show that the students, after the formative intervention, have a higher level of competence in analyzing flowing waters on the hypsometric map and that the worksheet determined the increase in the level of competence and contributed to the development of analytical thinking.

Aquaponics systems model aquaculture and hydroponics systems for food production. Aquponics allow cycle of nutrients as well as wastes and offers a sustainable option to the use of environmental resources. Aquaponics systems are also considered in education as a teaching tool which can be implemented into different grade levels. It's possible to talk about different science concepts around a real world problem with aquaponics and they present a good opportunity for STEM education. In addition, problem solving, systems thinking and science process skills can easily be adapted to aquaponics activities as they are considered effective teaching tools. With this in mind the aquaponics system activity was designed targeting the "Ecosystems Ecology and Contemporary Environmental Issues" unit of the 10th grade biology curricula using the STEM framework. The aquaponics systems activity was implemented as an afterschool activity with the participation of 10th grade students and as a workshop with science and biology teachers. This study explores; (a) how effectively aquaponics systems activity can be used in the classroom, (b) what is the impact on students' achievement and (c) what are students' and teachers' perception of it. Teachers identified aquaponics systems activity as interesting and motivational for student learning. They all were able to identify scientific concepts of the activity in relation to the biology curriculum however making the connection with STEM disciplines was found to be more difficult. Participating students' academic achievement scores were found to be statistically higher in post-test analysis. Students were able to practice science process skills, problem solving, and design processes in addition to learning scientific concepts. [Note: The page range (693-714) shown on the PDF is incorrect. The correct page range is 693-715. The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

Experimentation is a contributing factor to the interest and meaningful learning of Science. In Geology and Earth Science, the effects of soil textures, settlements, and water-holding capacity are parameters for landslides in Barotac Viejo and other flooded areas. Landslides are triggered during heavy rainstorms, causing severe property damage and casualties. This experimental study aims to determine how these parameters are factors for landslides and give accurate information to Science teachers. The study uses two methods to provide ease and continuity of measurements and settings using the Fourier Transform Infrared(FTIR) spectroscopy in analyzing the soil textures. The Imhoff cone instrument is for the settling and water-holding capacity of the soil. FTIR Soil analysis reveals that contents of clay and organic matter directly affect soil water-holding ability due to the larger surface area. A landslide-prone zone has a lesser settling time except for the sand that settles fastest due to larger masses. This study is crucial for science teachers teaching geology and earth sciences besides forecasting and preventing geohydrological processes and developing better landslide warning strategies to mitigate risks and reduce socioeconomic damage.

This project seeks to foster students' critical thinking abilities through the incorporation of Design Thinking with STEAM-PjBL in a chemistry redox process. 41 grade 10 students from a high school in Rangkasbitung, Banten, Indonesia participated in this study. Learning was facilitated by using a variety of online platforms, including Edmodo, Google Jamboard, and Zoom Meetings. Interviews, observations, journal reflection procedures, and researcher notes were used to gather qualitative data. The five steps of Design Thinking: empathize, define, ideate, prototype, and test, were used to facilitate learning (Plattner, 2010). Critical thinking skills were assessed through the indicators of Framing The Problem, Solution Finding, Self-Regulation, and Reflection, developed by Ucson and Rizona (2018). Based on the categories of Information Search, Creative Interpretation and Reasoning, Reflection, and Self-Regulation, the results demonstrate the development of students' critical thinking abilities to the advanced level. Design Thinking provides a way to more easily and actively create project-based solutions in solving contextual problems related to redox reaction of water pollution in the Ciujung River due to the use of detergent waste. Understanding the relationship of chemical concepts to daily life challenges the application of this approach. To challenge students' learning and help them acquire 21st-century abilities, STEAM-PjBL may be integrated with Design Thinking.

The construction of prediction models reflecting players' learning performance in serious games currently faces various challenges for learning analytics. In this study, we design, implement, and field test a learning analytics system for a serious game, advancing the field by explicitly showing which in-game features correspond to differences in learner performance. We then deploy and test a system that provides instructors with clear signals regarding student learning and progress in the game, which instructors could depend upon for interventions. Within the study, we examined, coded, and filtered a substantial gameplay corpus, determining expertise in the game. Mission HydroSci (MHS) is a serious game that teaches middle-school students water science. Using our logging system, designed and implemented along with game design and development, we captured around 60 in-game features from the gameplay of 373 students who completed Unit 3 of MHS in its first field test. We tested eight hypotheses during the field test and presented this paper's results to participating teachers. Our findings reveal several features with statistical significance that will be critical for creating a validated prediction model. We discuss how this work will help future research establish a framework for designing analytics systems for serious games and advancing gaming design and analytics theory.

Healthy nutrition is essential in preventing possible diseases and treating existing diseases by controlling their course. Based on this importance, adolescence is one of the periods to be considered. Adolescence is a fundamental determinant of healthy life in adulthood and old age. Healthy nutrition awareness gained in this period will raise awareness of the adolescent individual herself/himself and the people around her/him. This research aimed to determine the nutrition awareness of middle school students in early adolescence. According to the phenomenology, the research was conducted with eight volunteer students in the 8th grade in a public middle school in the Central Anatolia region in Turkey. Data were collected through semi-structured interviews with each student individually using the "Interview Form about Nutrition Awareness in Adolescence Period" prepared by the researchers. The data were analyzed by using content analysis. As a result of the research, it was determined that the nutrition awareness of middle school students in the early adolescence period was low. In this context, increasing middle school students' nutrition awareness was recommended.

Background: While there is now considerable evidence in support of a relationship between executive function (EF) and academic success, these findings almost uniformly derive from Western and high-income countries. Yet, recent findings from low- to -middle-income countries have suggested that patterns of EF and academic skills differ in these contexts, but there is little clarity on the extent, direction and nature of their association. Aim: This study aimed to investigate the contribution of EF to pre-academic skills in a sample of preschool children (N = 124; M[subscript age] = 50.91 months; 45% female). Setting: Two preschools were recruited from an urban setting in a community with both formal and informal housing, overcrowding, high levels of crime and violence, and poor service delivery. Three preschools were recruited from rural communities with household plots, a slow rate of infrastructure development, reliance on open fires for cooking, limited access to running water and rudimentary sanitation. Methods: Pre-academic skills were assessed using the Herbst Early Childhood Development Criteria test, and EF was assessed using the Early Years Toolbox. Results: Although EF scores appeared high and pre-academic skills were low (in norm comparisons), EF inhibition ([beta] = 0.23, p = 0.001) and working memory ([beta] = 0.25, p < 0.001) nevertheless showed strong prediction of pre-academic skills while shifting was not significant. Conclusion: While EF is an important predictor of pre-academic skills even in this low- and middle-income country context, factors in addition to EF may be equally important targets to foster school readiness in these settings. Contribution: The current study represents a first step towards an understanding of the current strengths that can be leveraged, and opportunities for additional development, in the service of preparing all children for the demands of school.

The incorporation of interdisciplinary education, a topic of significant global interest, is increasingly being recognized as a key aspect of educational innovation in Vietnam. This recognition extends to several fields, including STEM (Science, Technology, Engineering, and Mathematics) education. This research aims to design and implement a STEM situation associated with the context of water protection in Vietnam for 10th-grade students in which students mobilize the knowledge of Physics (specific gravity, Archimedes' principle) and Mathematics (volume) to design a salinometer. This device measures the salinity of the water. The research methodology is based on the observed increase in saline levels in the coastal regions of Vietnam in recent years, which has had a substantial impact on agriculture and the livelihoods of millions of people. This methodology aims to provide realistic scenarios for students to address and resolve these problems. A total of forty students in the 10th grade were involved in a teaching situation that consisted of five distinct phases. Forty 10th-grade students participated in a teaching situation conducted in five phases. The results showed that the situation helped students strengthen and connect their physics and mathematics knowledge, create a vibrant learning atmosphere, enhance communication, and develop problem-solving competency. Furthermore, the teaching situation also needs to be revised regarding the measurement practices of Vietnamese students. The situation contributes to educating students' awareness of current events, protecting Vietnamese water resources, and the importance of sustainable development. In addition, we can use the same teaching process as in this research to develop other STEM teaching situations.

This study examines the efficacy of a novel college sustainability course in promoting relevant environmental knowledge and interest in careers related to environmental aspects within the Taiwanese educational context. The core content of the course covers the essential concepts of sustainability and introduces students to environmental issues and their interrelation with the nexus of food, energy, and water, as well as related economic and social issues. This action competencefocused course was designed to allow students to develop their understanding of sustainability through a combination of engaging lectures, novel group activities, case studies, exercises, and team projects. The sample consisted of 44 Taiwanese undergraduate and graduate students majoring in the science, technology, engineering, and mathematics (STEM) disciplines. Participants' interest in STEM careers and perceived knowledge were measured by a pre-test and post-test administered before and after the program, respectively. Analyses of variance, correlation analyses, and cross-lagged panel regression analyses were conducted to test four hypotheses. Results of repeated-measure analysis of covariance indicated that knowledge increased significantly from pre-test to post-test, but not career interest. Results of a cross-lagged panel regression analysis also indicated that pre-test knowledge was a significant positive predictor of post-test career interest. By creating an engaging class atmosphere and promoting experiential self-learning activities, this course was highly effective in enhancing students' knowledge of key sustainability aspects. Implications for interest development theory and sustainability pedagogy are also discussed.

Frequently, global disasters occur due to human-induced activities, involving international society's role in attempting disaster risk reduction. This study aimed to examine the current state of Thai disaster education at the school level, which Japan supports, and analyze higher education's role in enhancing school-level disaster education through Bruno Latour's actor-network theory (ANT). A mixed-method approach was employed in this study. Quantitative data were gathered through questionnaire surveys involving 150 students aged 13 to 15 from mountainous regions. The surveys focused on their knowledge, attitude, and disaster self-appraisal practices (KAP) in rapid-onset circumstances, using percentages and numerical values. In contrast, the qualitative data were collected through in-depth interviews with five key informants and analyzed using content analysis. The students exhibited a high level of knowledge, while their attitude was assessed at the medium level, and their practical implementation was statistically low. This reflects a significant emphasis on Thai disaster education in rapid-onset situations. Nevertheless, slow-onset disasters, particularly drought and clean water supply issues, have the most profound and adverse impacts. ANT highlights the inseparable relations between human and non-human actants, encompassing government, higher education, schools, technology, and knowledge engagement in climate resilience building. The study findings provide guidance for all stakeholders, including government, higher education institutions, and schools, to transition their training or education programs from a rapid-onset to a slow-onset approach. This involves promoting the collaboration between higher education and its external partners to develop water management education initiatives that cultivate lifelong learning skills and contribute to achieving Sustainable Development Goals 3 Good Health and Well-being.

Water is vital for the survival of living things. It is water that sustains all living organisms, all biological life, and all human activity. Water constitutes 3/4 of the world, 60% of the human body. The need for water is increasing day by day due to the rapid increase in the population and the fact that the water resources remain constant. It is important for individuals to be conscious about water consumption, to be aware of how much they consume. In this context, in this research, students' estimates of the amount of water they consume, liquid-volume measurement estimates and their views on water conservation were examined. This study aims to examine the liquid-volume measurement estimation skills of gifted students and to examine their views on water conservation. This study was conducted as per the case study design, which is one of the qualitative research designs. The study group of the study consisted of 24 gifted students studying in the 6th grade in a Science and Art Center in a province located in the southern region of Turkey in the 2022-2023 academic year. As a result of the research, it was observed that the students had moderate liquid-volume estimation skills and the male students had more liquid-volume estimation skills than the female students. In addition, it was concluded that students had a low average score in liquid-volume estimation problems involving real-life situations, and that the most opinions about water conservation were in the theme of limitation and penalty application.

Climate change put most species' survival in danger because it substantially affects the climate in which the species live, the quality of the water they drink, as well as the temperature of the air or water. When climate change increases the temperature of the climate, excessive evaporation occurs in lands, lakes, seas, and oceans. Our purpose in this paper is to introduce a mathematical modelling activity embedded in Problem Based Learning (PBL) that allows students to investigate factors related to evaporation. Mathematical modelling is a popular technique of teaching mathematic concepts and skills and a method of inquiry about scientific phenomena that interests scientists. In the present activity, students use secondary data from trusted websites to test their hypotheses. Students are engaged in analyzing and interpreting data, generating and testing models, and discussing and presenting findings with their peers. The activity allows students the opportunity to examine the relationship between variables and predict one variable using the other. The activity has the potential to foster students' computational and higher-order thinking skills.

The COVID-19 pandemic has exposed a high level of scientific illiteracy and mistrust that pervades the scientific and medical communities. This finding has proven the necessity of updating current methods used to expose undergraduates to research. The research in traditional course-based undergraduate research experiences (CUREs) is limited by undergraduate time constraints, skill level, and course structure, and consequently it does not attain the learning objectives or the high-impact, relevant studies achieved in graduate-level laboratories using a cyclic trainee/trainer model. Although undergraduate independent study (ISY) research more closely matches the structure and learning objectives of graduate-level research, they are uncommon as professors and universities typically view them as a significant time and resource burden with limited return. Cyclic independent study-assisted CUREs (CIS-CUREs) combine many positive aspects of ISY graduate-level research, and CUREs by pre-training ISY research lead to facilitate CURE proposal and project semesters in a cyclic model. The CIS-CURE approach allowed undergraduate students at Stetson University to perform and disseminate more rigorous, involved, long-term, and challenging research projects, such as the surveillance of SARS-CoV-2 in wastewater. In doing so, all students would have the opportunity to participate in a high-impact research project and consequently gain a more comprehensive training, reach higher levels of research dissemination, and increase their competitiveness after graduating. Together, CIS-CUREs generate graduates with higher scientific literacy and thus combat scientific mistrust in communities.

As a person obsessed, perhaps overly so, with preventing water damage, an ailing dishwasher led to a system whereby who did the dishes in our household became a matter of chance. What happened next, however, was besmirchment of my character from hockey teammates, close friends, and especially from a room full of future elementary school mathematics teachers. Most individuals, from those casting aspersions, were not even able to support their slander by, for example, providing me with a simple solution, the kind you would find in the back of a school mathematics textbook, demonstrating that the dishwasher system I had implemented was unfair. Making matters worse, data collected from a simulation of my system did not result in probabilistic discussions regarding order mattering, the number of outcomes, the assignment of labels, lists or diagrams; rather, a flimsily understanding of the data resulted in a rather raucous echo chamber where my fate was sealed. Unable to sit idly by any longer, I proposed a tweak to the system, which preyed on a school yard notion of fairness, that helped me regain my honour and perhaps proved that revenge is a dish best served cold.

This is an insight into teaching practice followed by reflections on unfolding multiple crises. On the journey from activism, through academia into deep adaptation, the author dives into the meanings of water to re-calibrate his teaching tools. Using auto-ethnography helps to identify water as a resource, research topic and a refuge. Meanings that were only partially readily available during teaching before the pandemic. As a result, the rediscovered awareness of the mental costs of learning and the need for psychological adaptation to deteriorating living conditions can be redirected back into teaching to lift difficult topics related to climate change again.

This study examines factors affecting teachers' motivation at secondary schools in the Elliotdale Circuit. The research approach adopted was qualitative. The design used was a case study. The purposive sampling technique was used to select a sample size of twenty-two (22) respondents, which comprised principals, teachers, subject advisors and teacher union representatives. Face-to-face interviews were conducted while data collected were analysed thematically. Findings revealed inadequate teacher-learner support materials in schools, non-payment of temporary teachers' salaries, lack of access roads to and from schools, lack of secured accommodations for teachers, poverty and lack of electricity and running water in some schools were the factors affecting teachers' job satisfaction and motivation in the secondary schools. Some recommendations were: School Governing Body to work with the Department of Education to provide schools with adequate teacher-learner support materials, to ensure regular and competitive salaries for teachers, to implement rural allowances for teachers and to provide teachers with secured accommodations, electricity and running water.

Removing the pollutants from various wastewater is crucial to the environment, ecology, and humans. However, the pollutants are generally removed by chemical decomposition, which not only consumes a lot of energy but also produces carbon emissions. Electrochemical flocculation is effective to extract pollutant molecules and heavy ions from wastewater. To solidify the theoretical knowledge of electrochemical flocculation including electrochemistry and environmental science with industrial application, we propose a hands-on experimental design of extracting Rhodamine B (RhB) from wastewater via the waste iron oxidation reaction-assisted electrochemical flocculation for undergraduates. The laboratory can be conducted in a general lab with basic facilities and nontoxic chemicals. The experimental design combines the traditional chemical and electrochemical theory with highly efficient chemical processes for the extraction of RhB from wastewater, concurrently producing hydrogen. Therefore, an energy and environmental protection coupled system has been developed to enable students to appreciate the significance of energy and the environment in achieving global carbon neutrality.

Virtual mobility experiences provide a valuable option to enrich student learning and development from home. However, there is a lack of evidence of how these online experiences are leveraged in STEM and their potential positive effect on students' critical thinking capabilities. This study explores and details the design of a short-term virtual program and its influence on science students' critical thinking. The program focused broadly on agriculture through the lens of sustainability and the SDGs whereby students engaged in collaborative research, reflection and intercultural interaction and dialogue. Analysis of students' learning journals and focus group responses suggest that students achieved the learning outcomes of the program related to critical thinking, nurturing students to think and potentially act differently while broadening students' personal understanding, connection, and confidence in relation to science. This paper discusses the experience from the perspective of the Australian undergraduate students.

There has been little scholarship about the use of instructional practices in undergraduate environmental service-learning courses. In this study, we examined the implementation of high leverage practices (HLPs) in environmental service-learning courses (i.e. E-Corps). These HLPs included: eliciting initial ideas, informing approaches to problems, and developing informed solutions. We employed interviews and observations to gather data to investigate the characteristics of instructors' use of HLPs over the course of three academic years, from Fall 2019 to Spring 2022. First, several specific moment-to-moment instructional moves as tools emerged as important when enacting the HLPs (e.g., questioning, making connections between environmental issues and impacts, proposing initial solutions, and considering diverse perspectives). Second, a range of instructional tools were identified (e.g., use of real-world scenarios, group discussions, guest lectures, roleplaying, and presentations to the community). These tools were used in both similar and different ways within the three different E-Corps courses (i.e. Brownfields, Climate Change, and Stormwater) depending on the specific teaching and learning contexts. Findings illuminate the role HLPs can play as anchors for supporting students' environmental service learning as well as instructors' use of tools in the context of implementing HLPs in higher education contexts.

This article explores collaborative pedagogical approaches to museum exhibit design through a partnership between an anthropology class and the Blackwater Draw Museum at Eastern New Mexico University. This collaboration brought together faculty, staff, undergraduate, and graduate students to showcase the regionally relevant issues of water overuse and the conservation of the Ogallala Aquifer. Students employed anthropological research methods to develop a mini-exhibit in the Blackwater Draw Museum that incorporated data collected from the Portales and Clovis communities concerning water usage patterns of the past and present. Ultimately, this case study seeks to build a bridge between pedagogy and museum studies, showcasing opportunities for collaboration between the social sciences and regional heritage institutions.

The purpose of this essay is to conceptualize accessibility in digital education for school children through a minimal computing perspective. This perspective prioritizes the contextual, social, and relational as part of the ethic of minimal computing mantra to consider "What." "We." "Need." To achieve our goals, we begin with a story from a classroom in rural New Mexico, then we problematize definitions of accessibility for computing in educational settings considering how an identification as having disabilities is situated within colonial monolingual/monocultural structures that position minds and bodies as deficient. We connect these structures to capitalistic educational technology movements like using "personalized" instructional materials that do little to support the identities of children in spaces like the rural Southwest. Finally, we highlight what accessibility might look like as conceptualized from a land/water perspective where children's connections to their current realities are given precedence.

Purpose: A faculty development program (FDP) introduced postsecondary instructors to a module focused on the food-energy-water (FEW) nexus, a socio-hydrologic issue (SHI) and a sustainability challenge. This study aims to examine factors influencing faculty interest in adopting the instructional resources and faculty experience with the FDP, including the gains made during the FDP on their knowledge about SHIs and their self-efficacy to teach about SHIs, and highlighted characteristics of the FDP. Design/methodology/approach: Data from n = 54 participants via pre- and post-surveys and n = 15 interviews were analyzed using mixed methods. Findings: Findings indicate that over three quarters of participants would use the curricular resources to make connections between complex SHIs, enhance place-based learning, data analysis and interpretation and engage in evidence-based decision-making. In addition, participants' experience with the workshop was positive; their knowledge about SHIs remained relatively constant and their self-efficacy to teach about SHIs improved by the end of the workshop. The results provide evidence of the importance of institutional support to improve instruction about the FEW nexus. Originality/value: The module, purposefully designed, aids undergraduates in engaging with Hydroviz, a data visualization tool, to understand both human and natural dimensions of the FEW nexus. It facilitates incorporating this understanding into systematic decision-making around an authentic SHI.

Purpose: The study aims to identify the evoked "sense of place" that the campus community attributes to a watershed area in a Malaysian higher institution, aiming to enhance their participation in watershed conservation. Central to this objective is the incorporation of the concept of a watershed as a "place," serving as the conceptual framework for analysis. Design/methodology/approach: This case study explores an urban lake at Universiti Malaya, Malaysia's oldest higher institution. It uses diverse qualitative data, including document analysis, semi-structured interviews, vox-pop interviews and a co-production workshop, to generate place-based narratives reflecting the meanings and values that staff and students associate with the watershed. Thematic analysis is then applied for further examination. Findings: The data patterns reveal shared sense of place responses on: campus as a historic place, student, staff and campus identity, in-place learning experiences and interweaving of community well-being and watershed health. Recommendations advocate translating these narratives into campus sustainability communication through empirical findings and continuous co-production of knowledge and strategies with the campus community. Practical implications: The research findings play a critical role in influencing sustainable campus planning and community inclusion by integrating place-based frameworks into sustainable development and watershed management. The study recommends the "process" of identifying place-based narratives with implications for the development of sustainability communication in a campus environment. Originality/value: This paper contributes both conceptually and empirically to the sustainable management of a campus watershed area through place-based thinking. It outlines a process for enhancing campus sustainability communication strategies.

Purpose: The purpose of this study is to identify the most prevalent initiatives undertaken by leading universities in sustainability and offer a roadmap for other institutions seeking to undertake similar actions and contribute to more effective implementation of sustainability practices. Design/methodology/approach: By using a quantitative assessment approach, the study sheds light on successful initiatives implemented by universities worldwide, spanning six categories: transportation, waste management, curriculum, food and dining, water and energy. Each category is clearly related to one or more of the 17 sustainable development goals. A cluster analysis was also applied to identify regional trends in preferred initiatives. Findings: The study underlines the importance of integrating sustainability principles into the curricula of higher education institutions (HEIs) as well as educating staff members on energy and water management. The most common and impactful initiatives in the studied six categories have been identified. Many of the initiatives mentioned in the study do not just result in reducing ecological footprint but also provide economic savings as well. Differences among regions and countries were observed in the implementation of initiatives. Cultural and habitual factors should not be disregarded during the selection process of initiatives. Originality/value: The findings of this study may help universities to take their first steps toward implementing initiatives that can effectively promote sustainable development. Results will aid other HEIs in planning for next steps while outlining the more common initiatives.

Cloud cover created fog and many days of low visibility. With surprisingly no wind for weeks on end, water droplets in the fog froze on impact with tree branches, poles, doors--any stable object, creating a magical display of rime ice, which is heavier and denser than hoarfrost. The picturesque result made the month seem so much less dreary, though the ice on power lines caused power outages and havoc for electrical repair teams. Ice underfoot is a yearly nuisance, something the author wishes she could push to the background of their daily attention as she does with ice throughout most of the year. Instead, her encounters with ice seem to provide minor irritations or minor pleasures: its helpfulness with sore muscles and keeping picnics cold, its annoyances when walking. Much of her awareness of ice involves processes understood as caused by human activity. In writing this essay, the author hopes to expand her appreciation of ice.

The term "charismatic" refers to visually or empathetically appealing animals. They act as flagship species to garner interest and participation. This study explored the impact of charismatic animals featured in three virtual reality (VR) tours of an estuary system on youths' learning, connectedness to water (CTW), and tour perceptions. Each tour included a different animal--a charismatic dolphin, a non-charismatic tunicate, and a comparison treatment with no animal. Utilizing convergent mixed methods, the VR tours were distributed to five schools in the Tampa Bay area. Students completed a post-survey (n = 366) and interview (n = 6). Results showed all tours, regardless of animal charisma presence, yielded positive student CTW and estuary knowledge. Students indicated more interest in animals that were weird, interesting, and new to them. Results indicate a larger diversity of animals can be used as interest approaches to engage audiences, yet not overshadow main message objective.