Abstract
Water literacy has become a fundamental aspect in today’s society, as its conservation, preservation and management is key to ensuring human survival. The purpose of this paper was to analyze the effectiveness of flipped learning methodology on a traditional training practice in water literacy at the first level of secondary education. The flipped learning method consisted in providing the contents to the students before the class sessions, encouraging an active learning. A descriptive study was adopted with two experimental groups, two control groups and only post-test. An ad hoc questionnaire was used as an instrument to measure the parameters: Socio-educational, Motivation, Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and Ratings. The final sample was composed of 120 students, divided into four groups of 30 students each. The application of the treatment in the experimental groups lasted 10 sessions of 55 min. The results indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects that improved most with the flipped learning approach. However, no significant differences in ratings were found. Finally, the main findings and their implications for water literacy are discussed.
Highlights
In recent times, the environment has been involved in a number of problems, which have increased alarmingly, and eliminate them or reducing their consequences is a complex undertaking to [1]
The results indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects that improved most with the flipped learning approach
The standard deviation gives more equal results in all variables, except in the scores achieved for the control groups, and in the students’ autonomy and content deepening in the experimental groups, where the students’ responses were more dispersed
Summary
The environment has been involved in a number of problems, which have increased alarmingly, and eliminate them or reducing their consequences is a complex undertaking to [1]. If we analyze the formation of students in relation to water, which is a necessary resource for life and social progress [5], we must propose actions that lead to reflection on the origin of this resource [6], those responsible for it and the actions that influence it, and the acquisition of skills that allow us to establish and develop solutions to this resource [7] In this case, teaching and learning processes must make students aware of water problems in all their dimensions [8], providing them with knowledge that allows them to understand and address the problems at the local, national and global levels [9]. Curricular elements in the area of water education should be oriented towards understanding the spatial and temporal dynamics of water [10], identifying its different uses [11], learning to conserve water [12], promoting actions that allow for better water use [13], assimilating the unequal availability of water at the global level [14], and raising awareness about the importance of natural resources that store and conserve water [15]
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