"Water" in Secondary Science and Technology Education

Orlando HALL-ROSE, Chief, Science and Technology Education

I.- An increasing concern

Globally, freshwater resources are an essential component of the hydrosphere and an indispensable part of all terrestrial ecosystems. In this context, it is a life-support system making human, animal and plant life possible. In any of its  forms, liquid, gaseous or solid, it is frequently considered as a gift from nature and can always be made available according to the circumstances. Most of the human population is concentrated where water is available. However, the proportion of freshwater of interest to the human population is only 2.53% of all the water on earth, as 73% of the total land water. The proportion of freshwater in its liquid form on the earth's surface is only 0.3% of the world's resource of freshwater and only 0.008% of the global water.

In the context of sustainable development, water is a finite and vulnerable resource. It has an economic value and is recognized as an economic good. It also has a multi-sectorial utilization as it is fundamental in water supply and sanitation, agriculture, industry, urban development, hydropower generation, inland fisheries, transportation, recreation, low and flat land management etc. It also has political significance as it is increasingly being subject to disputes between countries, political agreements etc.

However, over the years the increasing pressure on freshwater resources, due to the development of a variety of activities, has raised the world's concern about its future. In this regard, the Dublin Statement on Water and Sustainable Development stresses that "scarcity and misuse of freshwater pose a serious and growing threat to sustainable development and protection of the environment. Human health and welfare, food security, industrial development and the ecosystems on which they depend, are at all risk, unless water and land resources are managed more effectively in the present decade and beyond than they have been in the past" . Thus, efforts should be made in order to ensure that adequate supplies of freshwater are maintained for human use, but without jeopardizing the  hydrological cycle and natural ecosystems.

All the forces of the society (IGOs, NGOs, GOs, etc.) should be involved in the integral solution of the problem as a whole. In this, education, notably science and technology education (STE) has a key role to play. Its main objective in this case should not be only to provide knowledge on water and water-related issues, but also to create awareness in the population regarding how sensitive water is to interference with its natural cycle, as well as to produce a "behavioural response" leading to changes of attitudes. The objective of this article is precisely to provide guidance in this connection.

II.- Why Science and Technology Education? 

In a world increasingly shaped by science and technology, scientific and technological literacy is a universal requirement. Without a command of basic scientific and technological knowledge and skills the younger generation will lack the capacity to cope with and successfully participate in the dynamics of the society of today and tomorrow. Here is where STE has a key role to play.

At any level or modality of secondary education, STE has the potential to be developed as a process which can significantly help its beneficiaries (young people) reach their fullest capacities. It is critical in promoting sustainable development and improving the capacity of the people to address environment and development issues in a desirable manner.

The view of education stressed in Agenda 21 (Rio, 1992) is compatible with STE. Indeed, while basic education provides the "underpinning" for any water-related education, the latter needs to be incorporated as an essential part of learning. Both formal and non-formal STE are crucial in changing people's attitudes so that they have the capacity to assess and address their sustainable development concerns. It is also critical for achieving environmental and ethical awareness, values and attitudes, skills and behaviours consistent with sustainable development and for effective public participation in decision-making.

	In this context, there is still a need to increase the sensitivity of the present generation towards water-related issues/problems, as well as to involve them in their solutions and foster a sense of personal environmental responsibility and greater motivation and commitment towards water conservation. In other words, the promotion of a water culture within the society. It is a matter of changing attitudes, values and mentalities of populations whose geographical, socio-cultural and economic conditions have already fashioned life-styles other than those that should precisely permit them to overcome their difficulties in a sustainable manner.

Science and Technology Education, among others, can strongly contribute to such a task. It has the advantage, in this particular level, of dealing with precisely the younger generation from where some will use science and technology in their careers (scientists, hydrologists...) or will need science and technology background for choosing a career that is somehow science-related (technologists, teachers, etc.) or will need to be scientifically and technologically literate for successfully facing daily life problems (general public). It is a matter of ensuring that water-related issues cross-cut the whole science and technology curricula in an interdisciplinary manner, from the very bottom to the top.

For the purpose of this article, water as a topic should be infused in the science and technology curricula throughout all levels (lower and upper secondary). To make it sustainable, it should be integrated into the general policies, the planning and development of the curriculum, as well as in the contents and specific teaching/learning activities and materials. It should be also a key issue in the training of science and technology teachers.

Water is an interdisciplinary topic. It should therefore not be treated in the curriculum as a separate matter. It should be incorporated as an integrating factor between other relevant curricular disciplines, such as Biology, Chemistry, Physics, Geography, Social Studies, etc. It should also be linked with as much other societal issues as possible especially those having a significant bearing on the quality of life of students and the general public as well as on the equilibrium of the environment (e.g. health, energy, recreation, agriculture, industry, urbanism, deforestation, pollution, etc.). This is even a very good way of breaking down the barriers between science and technology and other disciplines of secondary school curricula.

III.- Influencing the Curriculum

As said previously, the contents of any modern STE curriculum should place special emphasis on key societal issues/problems. Water, as already described, is precisely one such issue, especially now that it has become a matter of worldwide concern. It must therefore have a live presence throughout all levels of the science and technology curriculum, from kindergarten to upper secondary.

In the majority of countries, secondary education is still facing the problem of segmentation of disciplines. Thus, disciplines relevant to water such as Biology, Chemistry, Geography etc. are taught as separate entities. It will then be necessary to incorporate water-related topics as a dimension cross-cutting all relevant disciplines. This would certainly help break down barriers between disciplines and build bridges between them instead. Here is where interdisciplinarity comes in with force.

Water itself is an interdisciplinary topic. It is interrelated to a wide variety of other critical environmental and societal issues such as energy, agriculture, industry, health, recreation, air, etc. Thus, it cannot afford to be confined under one single discipline. It has to be cross-cutting the whole curriculum maintaining a continuum throughout the different levels.

The selection of water-related issues and the corresponding teaching strategies and activities must be relevant to the socio-cultural, historical, economic, etc. conditions of the students and community as well as to the environmental context. This is fundamental to make the curriculum more relevant and interesting for teachers, students and the community.

At this stage, it must be understood that the intention is not to create a new science and technology curriculum exclusively for water or to convert the existing curricula into "water curricula". On the contrary, the idea is to build on or adapt as much as possible the existing STE curricula. It is a matter of finding windows or openings through which the water dimension could be infused or incorporated. This could be done through broadening the scope of relevant topics, including other key water-related ones, suggesting relevant classroom and field activities, etc., always with an interdisciplinary view. 

In any case, it is also fundamental to make it clear that the intention is to infuse or incorporate water-related issues/topics within the context of STE. Therefore, in addition to achieving the goals related to water, there must be an assurance that basic scientific and technological knowledge and skills be simultaneously and wisely developed in any activity. In other words, though water is the "object of study" the development of scientific and technological knowledge and understanding, as well as suitable values, attitudes and skills in the students to enable them successfully face daily-life problems, must always remain as the top outcome.

IV.- The Teaching Process

Independently from its concept, teaching is conceived as the process through which curricular policies and strategies are implemented at all levels of formal education. Normally it occurs at the classroom level as an interaction between teachers and pupils. This interaction has been questioned as it has been more passive than active in most cases. However, as shown, if there is one curricular discipline which provides and facilitates an action-oriented teaching and learning process, that is science and technology.

The role of the teacher is critical in the teaching and learning process. He/she should have an open mind and be ready to change as the action-oriented approach in STE is as natural as water itself. It demands interdisciplinarity, hands-on activities, problem solving, enquiries/research, focus on key societal and environmental issues, etc.

In most cases, teachers may not have enough training in water matters nor in how to deal with water-related issues. However, this should not become a major obstacle as in planning he/she can consult relevant bibliography, water scientists or experts and even invite them to come to the classroom and tell students what they are doing and how they do it. The key is that the expert knows the content and the teacher knows how to get it across to the pupils. In addition, the criteria of self-preparation and team-working with colleagues of other disciplines are indispensable practices as they facilitate interdisciplinarity which is critical for an holistic view and understanding in students.

In the above connection, it is preferable that students learn by experience, by enquiring and interacting with others rather than receiving theoretical lessons. Examples of ecological and real-life situations from the country itself, the nearby neighbourhood and the community should always be emphasized. This will certainly encourage students to develop and apply knowledge and skills to real water-related situations.

There is no need for sophisticated and expensive materials and equipment, as the overall goal is to generate basic knowledge and awareness: suitable values, attitudes and sills related to the value and importance of conserving water, rather than forming professionals in water. Furthermore, it is always recommendable that teachers develop their own low-cost materials and equipment, especially in developing countries where availability and access to teaching materials are difficult. It is the teacher's task to determine the water resources and others afforded by the local environment in which an activity is to take place.

Some key activities could be:

IV.1.- Activities based on data provided in bibliography

Inventory and mapping of water resources, planning the improvement of water supply and conservation, etc.

IV.2.- Field Activities

Case studies, water protection or restoration projects, water recycling, visits to water sources, catchments, etc.

IV.3.- Ludic activities

Demonstrations, games, simulations, stories, theatre, arts, concerts, etc.

A common denominator of all these and other water-related activities could be to help students understand some key aspects such as: a) origin, b) uses, c) current state of utilization d) importance in relation to human needs, e) relating to overall ecological system, and f) how science and technology can help solve the emergent and emerging problems.

According to Skofteland, "the most important considerations in connection with existing problems will of course be the discussion of possible mitigation measures to be taken. The chain: knowledge-awareness-proposed actions, is then completed".

Bibliography

OECD: Changing the Subject: Innovations in Science, Mathematics and Technology Education. Routledge, London, 1996

UNESCO: Science Education and Development: Planning and Policy Issues at Secondary Level. Pergamon Press, U.K., 199.

UNESCO: Sources, No.13, March 1990

UNESCO: Popularization of Science and Technology: What Informal and non-formal Education can do? Paris, 1989

UNESCO: Nature and Resources; Vol.34, No.4, 1998.

UNESCO/WMO: The World's Water: Is there enough?

World Meteorological Organization (WMO): International Conference on Water and Environment: Development Issues for the 21st Century. Dublin (Ireland), 26-31 January 1992.