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“Why Has the Water Turned Green?” A Problem of Eutrophication in Primary School

Author

Listed:
  • Isabel Banos-González

    (Departmento de Didáctica de las Ciencias Experimentales, University of Murcia, 30100 Murcia, Spain)

  • Patricia Esteve-Guirao

    (Departmento de Didáctica de las Ciencias Experimentales, University of Murcia, 30100 Murcia, Spain)

  • Magdalena Valverde-Pérez

    (Departmento de Didáctica de las Ciencias Experimentales, University of Murcia, 30100 Murcia, Spain)

  • Ana Ruiz-Navarro

    (Departmento de Didáctica de las Ciencias Experimentales, University of Murcia, 30100 Murcia, Spain)

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.

Suggested Citation

  • Isabel Banos-González & Patricia Esteve-Guirao & Magdalena Valverde-Pérez & Ana Ruiz-Navarro, 2022. "“Why Has the Water Turned Green?” A Problem of Eutrophication in Primary School," Sustainability, MDPI, vol. 14(20), pages 1-17, October.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:20:p:13651-:d:949478
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    References listed on IDEAS

    as
    1. Caroline Green & Owen Molloy & Jim Duggan, 2021. "An Empirical Study of the Impact of Systems Thinking and Simulation on Sustainability Education," Sustainability, MDPI, vol. 14(1), pages 1-30, December.
    2. Noelia Guaita-García & Julia Martínez-Fernández & Carlos Javier Barrera-Causil & Miguel Ángel Esteve-Selma & H. Carl Fitz, 2021. "Local perceptions regarding a social–ecological system of the mediterranean coast: the Mar Menor (Región de Murcia, Spain)," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 23(2), pages 2882-2909, February.
    3. Patricia Esteve-Guirao & Mercedes Jaén García & Isabel Banos-González, 2019. "The Interdependences between Sustainability and Their Lifestyle That Pre-Service Teachers Establish When Addressing Socio-Ecological Problems," Sustainability, MDPI, vol. 11(20), pages 1-18, October.
    4. Eija Yli-Panula & Eila Jeronen & Sanna Mäki, 2022. "School Culture Promoting Sustainability in Student Teachers’ Views," Sustainability, MDPI, vol. 14(12), pages 1-26, June.
    5. Caroline Brennan & Owen Molloy, 2020. "A system dynamics approach to sustainability education," Systems Research and Behavioral Science, Wiley Blackwell, vol. 37(6), pages 875-879, November.
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