Direct and indirect water footprint understanding and feelings about water use
Published:
Sep 16, 2024
Keywords:
Water footprint PANAS direct and indirect water use
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 Primary Education and was completed in 12 teaching hours. The evaluation of the TLS was carried out with two questionnaires which were filled before and after teaching. Results indicate that 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
- ORAL PRESENTASIONS
Downloads
References
Allan, J.A. (1993) Fortunately there are substitutes for water otherwise our hydro-political futures would be impossible. In: Priorities for water resources allocation and management, ODA, London, 13–26.
Hoekstra, A. Y., & Chapagain, A. K. (2008). The global component of freshwater demand and supply: an assessment of virtual water flows between nations as a result of trade in agricultural and industrial products, Water International, 33(1), 19-32.
Hoekstra, A.Y. (2009). Human appropriation of natural capital: A comparison of ecological footprint and water footprint analysis, Ecological Economics, 68(7), 1963-1974.
Linke, R.D. (1980). Environmental Education in Australia, Sydney: George Allen and Unwin Australia.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. https://doi.org/10.1037/0022-3514.54.6.1063