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Supporting undergraduate students' developing water literacy during a global pandemic: a longitudinal study
Silvia-Jessica Mostacedo-Marasovic1, Diane Lally2, Destini N Petitt3
1University of Texas at Arlington, Texas Arlington, USA.
Disciplinary and Interdisciplinary Science Education Research
|July 31, 2023
Summary
Undergraduate STEM students improved water concept knowledge, but online learning decreased socio-hydrologic systems modeling performance and course satisfaction, especially after the COVID-19 transition.
Area of Science:
- Environmental Science Education
- STEM Pedagogy
- Socio-hydrology
Background:
- Undergraduate STEM education needs to equip students to address water challenges.
- The "Water in Society" course is an interdisciplinary undergraduate program focusing on disciplinary concepts and civic engagement.
- The course utilizes research-based practices, authentic data, and collaborative learning.
Purpose of the Study:
- To evaluate changes in student outcomes and perceptions over five years of the "Water in Society" course.
- To assess the impact of transitioning from face-to-face to a fully asynchronous online model.
- To understand the effects of the COVID-19 pandemic on undergraduate STEM teaching and learning.
Main Methods:
- Analysis of data from 326 students across five consecutive years.
- Evaluation of student knowledge of hydrologic concepts.
- Assessment of model-based reasoning about socio-hydrologic systems and student course perceptions.
Main Results:
- Student knowledge of hydrologic concepts improved consistently across all course formats.
- Performance on socio-hydrologic systems modeling tasks declined in the fully online Year 5.
- Student satisfaction with the course decreased in the fully online format.
Conclusions:
- While foundational water concept knowledge is achievable online, complex systems modeling and student engagement may suffer.
- The transition to online learning, exacerbated by the pandemic, presents challenges for certain STEM learning outcomes.
- Findings offer insights for optimizing online undergraduate STEM education, particularly in environmental science.
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