Direct and indirect water footprint understanding and feelings about water use


Evmorfia Garifallogianni
Georgios Malandrakis
Penelope Papadopoulou
Abstract

This paper presents the effect of a Water Footprint (WF) Teaching Learning Sequence (TLS) on students' feelings about water use, as well as on the recognition of direct and indirect water use in products and services. The TLS was applied to 27 students from a Department of Education and was completed in 12 teaching hours. The evaluation of the TLS was carried out with two questionnaires which were submitted before and after teaching. Results indicate that the students develop mainly positive feelings regarding the use of water, however, it seems that after the TLS they do not recognize the direct and indirect use of water to a satisfactory degree.

Article Details
  • Section
  • 19. TEACHING AND LEARNING IN ENVIRONMENTAL EDUCATION/SUSTAINABILITY EDUCATION
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References
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