What is a watershed? Implications of student conceptions for environmental science education and the national science education standards

Science Education

Volumn 91, Issue 4, 2007, Pages 554-578

  Shepardson, Daniel P ^a,b   Wee, Bryan ^a   Priddy, Michelle ^a   Schellenberger, Lauren ^a   Harbor, Jon ^c  

^a PURDUE UNIVERSITY   (United States)

^b PURDUE UNIVERSITY   (United States)

^c UNIVERSITY OF COLORADO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547356107     PISSN: 00368326     EISSN: 1098237X     Source Type: Journal    
DOI: 10.1002/sce.20206     Document Type: Article

References (43)

1. Alerby, E. (2000). A way of visualizing children's and young people's thoughts about the environment: A study of drawings. Environmental Education Research, 6(3), 205-222.
2. Anderson, S., & Moss, B. (1993). How wetland habitats are perceived by children: Consequences for children's education and wetland conservation. International Journal of Science Education, 15(5), 473-485.
3. Barraza, L. (1999). Children's drawings about the environment. Environmental Education Research, 5(1), 49-67.
4. Baxter, J. (1989). Children's understanding of familiar astronomical events. International Journal of Science Education, 11(9), 502-513.
5. Bonnett, M., & Williams, J. (1998). Environmental education and primary children's attitudes towards nature and the environment. Cambridge Journal of Education, 28(2), 159-174.
6. Dove, J. E., Everett, L. A., & Preece, F. F. W. (1999). Exploring a hydrological concept through children's drawings. International Journal of Science Education, 21(5), 485-497.
7. Driver, R., Guesne, E., & Tiberghien, A. (1985). Children's ideas and the learning of science. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 1-9). Buckingham, England: Open University Press.
8. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Buckingham, England: Open University Press.
9. Driver, R., Squires, A., Rushworth, R., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children's ideas. London: Routledge.
10. Duit, R. (1991). Students' conceptual frameworks: Consequences for learning science. In S. M. Glynn, R. H. Yeany, & B. K. Britton (Eds.), The psychology of learning science (pp. 65-85). Hillsdale, NJ: Lawrence Erlbaum.
11. Environmental Protection Agency. (1996). The "why watersheds?" report. Retrieved July 22, 2006, from http://www.epa.gov/watertrain/ whywatersheds.html
12. Erickson, E (1986). Qualitative methods in research teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 119-161). New York: Macmillan.
13. Glynn, S. M., & Duit, R. (1995). Learning science meaningfully: Constructing conceptual models. In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: Researching reforming practice (pp. 3-34). Mahwah, NJ: Lawrence Erlbaum.
14. Happs, J. C. (1985). Regression in learning outcomes: Some examples from earth sciences. European Journal of Science Education, 7, 431-443.
15. Haury, D. L. (2000). Watersheds: A confluence of important ideas. Columbus, OH: ERIC Clearinghouse for Science Mathematics and Environmental Education.
16. Holstein, J. A., & Gubrium, J. F. (1994). Phenomenology, ethnomethodology, and interpretive practice. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 262-272). Thousand Oaks, CA: Sage.
17. Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.
18. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
19. Manduca, C., Mogk, D., & Stillings, N. (2002). Bringing research on learning to the geosciences. Report from a Workshop Sponsored by the National Science Foundation and the Johnson Foundation.
20. National Environmental Education Training Foundation. (1999a). Visual tools for watershed education: National leadership forum report. Washington, DC: Author.
21. National Environmental Education Training Foundation. (1999b). National report card on environmental knowledge, attitudes, behaviors: Seventh Annual Roper Survey of Adult Americans. Washington, DC: Author.
22. National Environmental Education Training Foundation. (2005). Environmental literacy in America. Retrieved July 22, 2006, from http://www.neetf.org/pubs/
23. National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.
24. National Resources Conservation Service (2004). National Resources Inventory. Retrieved June 4, 2004, from http://www.nrcs.usda.gov/technical/NRI
25. Nussbaum, J. (1985). The earth as a cosmic book. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 170-192). Buckingham, England: Open University Press.
26. Osborne, R., & Freyberg, P. (1987). Children's science. In R. Osborne & P. Freyberg (Eds.), Learning in science: The implications of children's science (pp. 5-14). Auckland, New Zealand: Heinemann.
27. Patterson, L., & Harbor, J. (2005). Using assessment to evaluate and improve inquiry-based geoenvironmental science activities: Case study of a middle school watershed E. coli investigation. Journal of Geoscience Education, 53(2). 204-214.
28. Patton, M. Q. (2002). Qualitative research and evaluation (3rd ed.). Thousand Oaks, CA: Sage.
29. Payne, P. (1998). Children's conceptions of nature. Australian Journal of Environmental Education, 14, 19-26.
30. Rennie, L. J., & Jarvis, T. (1995). Children's choice of drawings to communicate their ideas about technology. Research in Science Education, 25, 239-252.
31. Rickinson, M. (2001). Learners and learning in environmental education: A critical review of the evidence. Environmental Education Research, 7(3), 207-320.
32. Rubin, H. J., & Rubin, I. S. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage.
33. Schollum, B., & Osborne, R. (1987). Relating the new to the familiar. In R. Osborne & P. Freyberg (Eds.), Learning in science: The implications of children's science (pp. 51-65). Auckland, New Zealand: Heinemann.
34. Schueler, T. R., & Holland, H. K. (2000). On watershed education. In T. R. Schueler & H. K. Holland (Eds.), The practice of watershed protection (pp. 629-635). Ellicott City, MD: Center for Watershed Protection.
35. Schwandt, T. A. (1994). Constructivist, interpretivist approaches to human inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 118-137). Thousand Oaks, CA: Sage.
36. Shepardson, D.P., Harbor, J., Bell, C., Meyer, J., Leuenberger, T., Klagges, H., et al. (2003). ENVISION: Teachers as environmental scientists. Journal of Environmental Education, 34(2), 8-11.
37. Shepardson, D. P., Harbor, J., & Wee, B. (2005). Water towers, pump houses, and mountain streams: Students' ideas about watersheds. Journal of Geoscience Education, 53(4), 381-386.
38. Simmons, D. A. (1994). Urban children's preferences for nature: Lessons for environmental education. Children's Environments, 11(3), 194-203.
39. Stahly, L., Krockover, G., & Shepardson, D. (1999). Third grade students' ideas about the lunar phases. Journal of Research in Science Teaching, 36(2), 159-177.
40. Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge, England: Cambridge University Press.
41. Vosniadou, S., & Brewer, W. (1992). Mental models of the earth. Cognitive Psychology, 24, 535-585.
42. Vygotsky, L. S. (1991). Thought and language. Cambridge, MA: The MIT Press.
43. White, R., & Gunstone, R. (1992). Probing understanding. London: The Falmer Press.