Learning about Drinking Water: How Important Are the Three Dimensions of Knowledge That Can Change Individual Behavior?

Autor/inn/en	Fremerey, Christian; Bogner, Franz X.
Titel	Learning about Drinking Water: How Important Are the Three Dimensions of Knowledge That Can Change Individual Behavior?
Quelle	In: Education Sciences, 4 (2014) 4, S.213-228 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Water; Ecology; Water Pollution; Grade 9; Grade 10; Grade 11; High School Students; Outreach Programs; Sanitation; Experiential Learning; Knowledge Level; Conservation (Environment); Program Effectiveness; Behavior Change; Questionnaires; Pretests Posttests; Foreign Countries; Control Groups; Experimental Groups; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Wasser; Ökologie; Gewässerverschmutzung; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Jobcoaching; Betriebshygiene; Experiental learning; Erfahrungsorientiertes Lernen; Wissensbasis; Conservation; Environment; Konservierung; Bewahung; Umwelt; Fragebogen; Ausland; Statistische Analyse; Deutschland
Abstract	Clean drinking water, our most important resource, needs comprehensive protection. Due to its ubiquitous availability, the awareness of the importance of clean drinking water has partially vanished. Therefore, sensitizing within this context and improving individual ecological behavior has become an important issue in science curricula. We developed a student-centered guided-learning module based on nine workstations, with the themes: occurrence rates, purification methods, cleaning guidelines, distribution patterns, use and consumption, pollution, problems, types of drinking water and virtual water. One hundred and seventy four ninth to eleventh graders participated in our outreach intervention. All tasks presented via workstations were completed before participants inspected a nearby reed sewage treatment plant and completed hands-on experiments. For empirical analyses, we collected the newly acquired knowledge in three dimensions: system-knowledge, action-related knowledge and effectiveness knowledge, which together are assumed to provide a sufficient basis for conservation behavior. System knowledge directly affects action-related and effectiveness knowledge and these two types of knowledge, in turn, affect directly the ecological behavior. At all three test schedules, the three dimensions of knowledge correlated with each other, especially in both follow-up tests. The relevance of these results for schools is discussed. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01