Znanje o kroženju vode, okoljska stališča in vedênja osnovnošolcev

Zajc, Iris (author), Torkar, Gregor (mentor)

Znani rek pravi, da je voda vir življenja. Brez vode življenje na našem planetu ne bi obstajalo. Na svetovni ravni se srečujemo s pomankanjem pitne vode, kljub temu pa ljudje s svojimi dejavnostmi povečujemo onesnaženost voda, s čimer pa ogrožamo tudi svoj lastni obstoj. Da bi to preprečili oziroma omilili, moramo spremeniti naše vedênje do narave in okolja. Nekatere raziskave kažejo, da na naše vedênje vpliva način, kako dojemamo naravo in kakšna so naša stališča do narave. Cilj naše raziskave je bil ugotoviti povezanost med znanjem o kroženju vode, okoljskimi stališči in vedênji. V raziskavi je sodelovalo 171 učencev in učenk od 3. do 9. razreda iz sedmih osnovnih šol, ki so vključene v mednarodno mrežo šol Regijskega parka Škocjanske jame. Podatke smo zbrali s pomočjo anonimnega vprašalnika, ki je bil sestavljen iz treh delov. Učenci so v prvem delu rešili preizkus znanja o kroženju vode v naravi ter narisali in opisali proces kroženja vode v naravi. V drugem delu smo z Lestvico nove okoljske paradigme preverjali okoljska stališča učencev, v tretjem pa smo s pomočjo instrumenta Splošno okoljsko vedênje preverjali, kako se učenci vedejo do okolja. Ugotovili smo, da je za pozitivna okoljska stališča pomembno, kakšno je znanje učencev o kroženju vode, predvsem razumevanje pomena podtalnice. Povezanost med znanjem o kroženju vode in okoljskim vedênjem ni bila statistično pomembna. Izsledki kažejo, da so stališča o pravicah narave v pozitivni korelaciji z okoljskim vedênjem, in sicer učenci, ki so imeli pozitivnejša stališča o pravicah narave, so se tudi vedli okolju prijaznejše. Starejši učenci so pokazali več znanja o sistemu podtalnice in boljše razumevanje povezav pri shemah kroženja vode v naravi kot mlajši učenci. Razlike med spoloma so bile statistično pomembne – učenci so pokazali več znanja o kroženju snovi, učenke pa so imele pozitivnejša stališča o pravicah narave ter so se vedle okolju prijaznejše kot učenci.

• Language: Slovenian
• Keywords: znanje o kroženju vode
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-124904
• COBISS.SI-ID: 43393539
• Publication date in RUL: 02.03.2021

Secondary language

• Language: English
• Title: Knowledge of the water cycle, environmental attitudes and behaviours of primary students

Abstract

There is a saying: water is the source of life. Without water, life on our planet would not exist. Globally, we are facing a shortage of drinking water, yet we are increasing water pollution with our activities. By doing so, we are also endangering our own existence. In order to prevent or limit this, we need to change our behaviour towards nature and the environment. Some research show that our behaviour is influenced by the way we perceive nature and what our attitudes toward nature are. The goal of the present research was to determine the association between the knowledge of the water cycle, environmental attitudes and behaviour. The research sample included 171 students from 3rd to 9th grade from seven primary schools that participate in the international Network of Schools in the Škocjan Caves Park. The data was collected using an anonymous questionnaire consisting of three parts. In the first part we tested students’ knowledge of the water cycle. Students also had to draw and describe the water cycle. In the second part, we used The New Ecological Paradigm (NEP) to determine students’ environmental attitudes. In the third part we used The General Ecological Behaviour (GEB) scale to measure ecological behaviours. Results showed that students who had a higher level of knowledge of the water cycle, especially the understanding of importance of groundwater, tended to have more positive environmental attitudes. The association between the knowledge of the water cycle and environmental behaviour was not statistically significant. Students who reported more positive attitudes toward the rights of nature were more prone to engage in environmentally responsible behaviour. Older students showed more knowledge of the groundwater system and had a better understanding of the connections in the water cycle schemes than younger students. Male students showed more knowledge about the circulation of matter. Female students tended to have more positive attitudes toward the rights of nature and practiced environmental behaviour more often.

• Keywords: knowledge of the water cycle