Understand factors facilitating and constraining groundwater protection: local governmental leadership, financial resources, building linkages among key stakeholders and organizations, appropriate institutional arrangements and public support. Continue reading →
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Dickerson, D. L., Penick, J. E., Dawkins, K. R., & Van Sickle, M. (2007) Finding 1
To increase understanding of complex concepts related to groundwater:
- Add a groundwater emphasis to science standards, such as in the National Science Education Standards (NRC 1996);
- Provide increased attention to students’ spatial reasoning abilities;
- Provide formal instruction for science teachers concerning groundwater; and
- Design appropriate assessments.
Dickerson, D. L., Penick, J. E., Dawkins, K. R., & Van Sickle, M. (2007) Finding 2
To facilitate students’ ability to conceptualize the groundwater environment, use the following instructional tools: rock specimens, three-dimensional physical models, and fieldwork. Continue reading →
Dickerson, D. L., Penick, J. E., Dawkins, K. R., & Van Sickle, M. (2007) Finding 3
To facilitate students’ ability to conceptualize the groundwater environment, measure understandings of the concepts using: drawings, concept maps, and open-ended questions. Continue reading →
Dickerson, D. L., Penick, J. E., Dawkins, K. R., & Van Sickle, M. (2007) Finding 4
To facilitate students’ ability to conceptualize the groundwater environment, engage teachers in learning how to develop appropriate assessment materials. For example, model use of preassessment to assess students’ groundwater understandings using various types of multiplechoice items, open-ended questions, and drawing prompts. Ask teachers to analyze what types of information each item provides and construct an appropriateinstructional plan based on the responses. Continue reading →
Dickerson, D. L., Penick, J. E., Dawkins, K. R., & Van Sickle, M. (2007) Finding 5
To facilitate students’ ability to conceptualize the groundwater environment, teach instructors the fundamentals of assessing for conceptual understanding of science concepts. For example, the teacher can identify what language the students are using to describe groundwater and consequently what possible alternative conceptions may need to be explicitly addressed. Continue reading →
Dietz, M. E., Clausen, J. C., & Filchak, K. K. (2004) Finding 1
Rely on these outreach components for a conservation initiative (Dietz, 2004, Env Mgmt):
- Individual homeowners make site assessments with help from trained volunteers who make specific recommendations for reducing bacteria and nitrogen runoff.
Dietz, M. E., J. C. Clausen & K. K. Filchak. (2004) Finding 1
Rely on these outreach components for a conservation initiative (Dietz, 2004 Symposium):
- Individual homeowners make site assessments with help from trained volunteers who make specific recommendations for reducing bacteria and nitrogen runoff.
Dietz, M. E., J. C. Clausen, et al. (2002) Finding 1
Test effectiveness of education program delivery through comparison of changes in nitrate, nutrients and bacteria in runoff. Continue reading →
Dijksterhuis, O. W. (1996) Finding 1
Document information and outreach work to help improve ability to assess the relationship between outreach and outcomes and to exchange materials and knowledge with others. Evaluate progress toward clearly defined objectives. Continue reading →
