A K-12 LEARNING PROGRESSION TO SUPPORT UNDERSTANDING OF WATER IN THE ENVIRONMENT

We present a research-based K-12 learning progression for developing student understanding of water in environmental systems. Learning progressions describe a succession of knowledge and practices that are responsive to children's ways of reasoning and that lead to development of powerful insights about the world. Currently, water concepts are taught separately in physical, life, and earth science courses, and are rarely integrated to help students develop understanding of coupled human and natural systems. This disconnected presentation neither reflects current scientific understanding, nor supports development of children's reasoning about the world. The current curriculum leaves high school graduates ill-prepared to make informed decisions about water use.

We administered assessments to 500 students, grades 4-10. Questions were designed to elicit understanding of physical changes to water, watersheds, groundwater, water pollution, and human water use. The tests explore how students make sense of water-related concepts as a basis for building more coherent learning progressions. Results show that

• Elementary students understand water topics as separate, rather than connected concepts. They do not grasp connections between water in human systems and natural systems.

• Younger students have difficulty understanding “invisible” water. Many have trouble explaining where water comes from when it condenses on the outside of a cold glass of water or how water exists and moves underground.

• Secondary students have better understanding of “invisible” water, but have trouble applying knowledge of the water cycle to questions about movement of water in the environment and impacts on human health or ecosystem quality.

Based on results, we are developing a K-12 learning progression articulating knowledge and practices essential for water literacy. Our progression expands on previous education standards for water through greater emphasis on:

• Connecting different scales from atomic-molecular, to personal experiences, through global systems

• Using physical and chemical properties of water to explain how water moves through and between systems

• Connecting human and natural water systems

• Examining implications of water movement through systems for issues of human and ecosystem health