A Case Study of Water Education in Australia

Alison J.  Sammel

doi:10.4236/ce.2014.513129

Alison J. Sammel^*

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.

References

[1] American Association for the Advancement of Science (AAAS) (1989). Science for all Americans: Project 2061. Washington, DC: AAAS.

[2] Apple, M. W. (1999). Power, Meaning, and Identity: Essays in Critical Educational Studies. New York: P. Lang.

[3] Australian Curriculum, Assessment and Reporting Authority (ACARA) (n.d.). The Australian Curriculum: Science.
http://www.australiancurriculum.edu.au/Science/Rationale

[4] Ayala, F. J. (2004). Scientific Literacy. American Scientist, 92, 394.

[5] Braga Jr., B. P. F. (2013). Water and the Future of Humanity: Revisiting Water Security.
http://www.eblib.com

[6] Department of Sustainability, Environment, Water, Population and Communities (2011). Annual Report 2010-2011.
http://www.environment.gov.au/node/ 13304

[7] Eisenhart, M., Finkel, E., & Marion, S. F. (1996). Creating the Conditions for Scientific Literacy: Are-Examination. American Educational Research Journal, 33, 261-295.
http://dx.doi.org/10.3102/00028312033002261

[8] Hess-Biber, S. (2010). Mixed Methods Research: Merging Theory with Practice. New York, NY: Guiltford Press.

[9] Hodson, D. (1999). Going beyond Cultural Pluralism: Science Education for Sociopolitical Action. Science Education, 83, 775-796.
http://dx.doi.org/10.1002/(SICI)1098-237X(199911)83:6<775::AID-SCE8>3.0.CO;2-8

[10] Lemke, J. L. (1990). Talking Science: Language, Learning and Values. Norwood, NJ: Ablex.

[11] Meganck, R. (2010). The Role of Water Education in Achieving the Millennium Development Goals. Reviews in Environmental Science and Biotechnology, 9, 79-80.
http://dx.doi.org/10.1007/s11157-010-9194-7

[12] Reveles, J. M., Cordova, R., & Kelly, G. J. (2004). Science Literacy and Academic Identity Formulation. Journal of Research in Science Teaching, 41, 1111-1144.
http://dx.doi.org/10.1002/tea.20041

[13] Roth, W.-M., & Lee, S. (2002). Scientific Literacy as Collective Praxis. Public Understanding of Science, 11, 33-56.
http://dx.doi.org/10.1088/0963-6625/11/1/302

[14] The Alliance for Water Education (n.d.). http://allianceforwatereducation.org/water-literacy/