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Fortner, R. W., & Mayer, V. J. (1991) Finding 2

Use a test or an advance activity to learn information about students, in order to enhance the likelihood of an increase in student knowledge about a specific water topic through presentation of the topic in a way which is interesting and relevant to students and builds motivation to learn Continue reading →

Garner, L. C., & Gallo, M. A. (2005) Finding 1

When deciding between a physical or a virtual field trip for undergraduate college students, if both situations take students through a series of interactive experiences designed and controlled to maximize learning, consider:

  • Either choice results in similar achievement scores;
  • No significant differences are identified relative to learning styles;
  • A field trip experience does not significantly impact non-science majors’ attitudes towards science, which means teachers might have to apply other more interesting classroom activities to engage the non-science major students other than having them devote time to a fieldtrip not directly related to their major.

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Gearey, M., & Jeffrey, P. (2005) Finding 1

Use audience assessment strategies to identify which, if any, water and watershed governance strategies interest households and landowners. Build participatory opportunities around specific topics of interest. Consider household and landowner response to strategies such as: pollution control, lowering prices, protecting flood plains, improving storage facilities, improving repairs and maintenance and introducing enforced metering. Continue reading →

Ghanbarpour, M. R., Hipel, K. W., & Abbaspour, K. C. (2005) Finding 2

In the long-term watershed planning process, assess and analyse different stakeholders’ preferences in order to prioritize various strategies and alternatives. For example, use an analytical hierarchy process (AHP) or a social choice function (SCF) process. The analytical hierarchy process is best used with expert groups and includes (1) the structuring of a problem into a hierarchy consisting of a goal and subordinate features, (2) pairwise comparisons between elements at each level, and (3) propagation of level-specific, local priorities to global priorities. The intensity of preference between any two elements is assessed by integers ranging from 1 to 9 (Saaty, 1980, 1990).  The social choice function is based on pairwise comparisons on the number of voters between pairs of strategies. It assumes that all assertions of preference between two strategies carry equal weight. Continue reading →