Why has the water turned green?” a problem of eutrophication in primary school

Banos-González, Isabel; Esteve-Guirao, Patricia; Valverde-Pérez, Magdalena; Ruiz-Navarro, Ana

Publication:
Why has the water turned green?” a problem of eutrophication in primary school

dc.contributor.author	Banos-González, Isabel
dc.contributor.author	Esteve-Guirao, Patricia
dc.contributor.author	Valverde-Pérez, Magdalena
dc.contributor.author	Ruiz-Navarro, Ana
dc.contributor.department	Didáctica de las Ciencias Experimentales
dc.date.accessioned	2025-01-25T08:49:46Z
dc.date.available	2025-01-25T08:49:46Z
dc.date.issued	2022-10-21
dc.description	© 2022 by the authors. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/. This document is the Submitted Published version of a Published Work that appeared in final form in Sustainability. To access the final edited and published work see https://doi.org/10.3390/su142013651
dc.description.abstract	This paper analyses how 224 students from the fifth and sixth grade recognise the key aspects, i.e., the causes, consequences, and solutions of the eutrophication problem affecting the relevant ecosystem in their region. Two instruments were used: a report sheet in which students work through the causes and consequences associated with the problem; and a personal letter addressed to the competent authority, which proposes solutions. The results show that students from the sixth grade recognised more complete interconnections between the agricultural development of the area and the changes that occurred in the ecosystem. In the identification of the key phases of the eutrophication process, students from both courses presented similar difficulties. Regarding the solutions, some reluctance was observed to limit agricultural activity. This reveals that students’ social perceptions about the importance of agriculture for their region may be a possible influence on their solutions. Finally, five models were established regarding the understanding that students reach of the problem as a whole. More than half of students were included in the same model, comprising those who were able to adequately identify the causes and whole process of eutrophication, as well as those who defended the advantages of the proposed solution. Educational implications are discussed in this paper.	es
dc.format	application/pdf	es
dc.format.extent	17	es
dc.identifier.citation	Sustainability 2022, 14, 13651
dc.identifier.doi	https://doi.org/10.3390/su142013651
dc.identifier.issn	Electronic: 2071-1050
dc.identifier.uri	http://hdl.handle.net/10201/149280
dc.language	eng	es
dc.relation	This research was funded by AGENCIA ESTATAL DE INVESTIGACIÓN (Ministerio de Ciencia e Innovación, Gobierno de España), grant number PID2019-105705RA-I00/AEI/10.13039/501100011033 and The APC was funded by PID2019-105705RA-I00/AEI/10.13039/501100011033.	es
dc.relation.publisherversion	https://www.mdpi.com/2071-1050/14/20/13651	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Eutrophication	es
dc.subject	Primary school students	es
dc.subject	Real problems	es
dc.subject.other	CDU::3 - Ciencias sociales	es
dc.title	Why has the water turned green?” a problem of eutrophication in primary school	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es