Participation in water management decisions can be improved by assessing stakeholder perceptions of the risk of potential problems, and the impact on other stakeholders of these perceptions. Continue reading →
Theme: Outreach strategy/Design 
How to design outreach projects that will lead to measurable impacts
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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 →
Johnson, S. E., & Jacobs, H. M. (1994) Finding 3
Plan for the time it takes to adopt new ideas. Continue reading →
Miller, D. R. and M. F. Smith (1991) Finding 4
Design communication and professional development opportunities for outreach educators that will motivate them to implement a priority program because:
- It is clear that they are supported by their organization and resources are made available.
- They have a choice to participate
Cobourn, J., & Donaldson, S. (1997) Finding 2
Engage audience in planning. Continue reading →
de Loe, R. C., & Kreutzwiser, R. D. (2005) Finding 2
Drinking water education for managers and government officials should address proper management in 5 risk categories: technical, financial, institutional, political, and social. These include: appropriate hydrogeological analyses required for local groundwater protection planning; allocation of adequate resources for groundwater protection; the quality of laws, regulations, policies, plans, and organizational structure that governs groundwater protection; leadership that can provide vision, direction, and partnerships with other communities; and the quantity and quality of citizen particiation in groundwater protection initiatives.
