Author(s) Alison J. Sammel^*

Affiliation(s)
School of Education and Professional Studies, Griffith University, Gold Coast, Australia.

ABSTRACT

What does it mean to be scientifically literate in relation to water? Is this understanding the same for water literacy? And what implications do these two concepts have for water education in Australia? In addressing these questions, this paper provides a snapshot of the similar and competing educational ideologies that underpin the concepts of scientific literacy in relation to water, and water literacy. An investigation of the Australian Curriculum (Science), and a small case study of pre-service education students highlight the degree to which one concept is favored over the other. This bias ultimately raises questions for water education in Australia, as it is not about whether the ACS or [future] teachers should be addressing issues associated with water, but rather how and to what end goal. This necessitates exploring the partial and political nature of any approach to educating about water, and highlights that not all approaches are equally as politically neutral or challenging.

KEYWORDS
Science Education, Australian Curriculum (Science), Scientific Literacy, Water Literacy

Cite this paper
Sammel, A. (2014) A Case Study of Water Education in Australia. Creative Education, 5, 1140-1147. doi: 10.4236/ce.2014.513129.

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