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dc.contributor.authorPan, Yi-Tingen_US
dc.contributor.authorLiu, Shu-Chiuen_US
dc.date.accessioned2018-08-21T05:53:28Z-
dc.date.available2018-08-21T05:53:28Z-
dc.date.issued2018-01-01en_US
dc.identifier.issn0950-0693en_US
dc.identifier.urihttp://dx.doi.org/10.1080/09500693.2018.1435922en_US
dc.identifier.urihttp://hdl.handle.net/11536/144724-
dc.description.abstractThe purpose of this study was to investigate students' understanding of groundwater as a system, and to further examine whether and how their understanding is related to attitudes towards groundwater use and conservation. A total of 676 junior high school students completed a groundwater survey including a drawing activity and a questionnaire. An additional group of university students with environmental science majors were recruited for the survey for the purpose of determining reasonable expectations and validating interpretations of the results. Analysis of student drawings indicated that students generally held an incomplete and unconnected understanding of the groundwater system. Correlation analysis showed that student levels of understanding were associated with their perceptions of environmental impacts as well as environmental concern regarding groundwater problems. These findings re-emphasised the importance of promoting students' understanding of environmental systems, as well as their ability to think systemically.en_US
dc.language.isoen_USen_US
dc.subjectGroundwateren_US
dc.subjectsystems understandingen_US
dc.subjectenvironmental attitudesen_US
dc.subjectjunior high school studentsen_US
dc.titleStudents' understanding of a groundwater system and attitudes towards groundwater use and conservationen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/09500693.2018.1435922en_US
dc.identifier.journalINTERNATIONAL JOURNAL OF SCIENCE EDUCATIONen_US
dc.citation.volume40en_US
dc.citation.spage564en_US
dc.citation.epage578en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000428300600005en_US
Appears in Collections:Articles