Eurasia Journal of Mathematics, Science and Technology Education

• Abrori, F. M., Saimon, M., Lavicza, Z., & Anđić, B. (2023). Challenges and opportunities of training teachers to develop comics for teaching socio-scientific issues. Media Practice and Education, 25(1), 56-76. https://doi.org/10.1080/25741136.2023.2245303
• Amahmid, O., El Guamri, Y., Yazidi, M., Razoki, B., Kaid Rassou, K., Rakibi, Y., Knini, G., & El Ouardi, T. (2019). Water education in school curricula: Impact on children knowledge, attitudes and behaviors towards water use. International Research in Geographical and Environmental Education, 28(3), 178-193. https://doi.org/10.1080/10382046.2018.1513446
• Barbour, R. S. (2014). Analyzing focus groups. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 313-326). SAGE. https://doi.org/10.4135/9781446282243.n21
• Ben-Horin, H., Kali, Y., & Tal, T. (2023). The fifth dimension in socio-scientific reasoning: Promoting decision-making about socio-scientific issues in a community. Sustainability, 15, 9708. https://doi.org/10.3390/su15129708
• Ben-Zvi Assaraf, O., Eshach, H., Orion, N., & Alamour, Y. (2012). Cultural differences and students’ spontaneous models of the water cycle: A case study of Jewish and Bedouin children in Israel. Cultural Studies of Science Education, 7, 451-477. https://doi.org/10.1007/s11422-012-9391-5
• Ben-Zvi Assarf, O., & Orion, N. (2005). A study of junior high students’ perceptions of the water cycle. Journal of Geoscience Education, 53(4), 366-373. https://doi.org/10.5408/1089-9995-53.4.366
• Bhat, B. A. (2017). A study of environmental awareness among secondary school students in relation to caste, class of study in Anantnag District. International Journal of Indian Psychology, 5(1), 90-93. https://doi.org/10.25215/0501.071
• Biggs, J. B., & Collins, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy. Academic Press.
• Cardak, O. (2009). Science students’ misconceptions of the water cycle according to their drawings. Journal of Applied Sciences, 9, 865-873. https://doi.org/10.3923/jas.2009.865.873
• Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49(5), 631-658. https://doi.org/10.1002/tea.21015
• Cosens, B., Fiedler, F., Boll, J., Higgins, L., Johnson, B. K., Kennedy, B., Strand, E., Wilson, P., & Laflin, M. (2011). Interdisciplinary methods in water resources. Issues in Interdisciplinary Studies, 29, 118-143.
• Covitt, B. A., Gunckel, K. L., & Anderson C. W. (2009). Students’ developing understanding of water in environmental systems. Journal of Environmental Education, 40(3), 37-51. https://doi.org/10.3200/JOEE.40.3.37-51
• Davis, J. (2005). Educating for sustainability in the early years: Creating cultural change in a childcare setting. Australian Journal of Environmental Education, 21, 47-55. https://doi.org/10.1017/S081406260000094X
• de Lázaro Torres, M. L., Borderias Uribeondo, P., & Morales Yago, F. J. (2020). Citizen and educational initiatives to support sustainable development goal 6: Clean water and sanitation for all. Sustainability, 12(5), 2073. https://doi.org/10.3390/su12052073
• Demant, J., & Järvinen, M. (2006). Constructing maturity through alcohol experience–Focus group interviews with teenagers. Addiction Research & Theory, 14(6), 589-602. https://doi.org/10.1080/16066350600691683
• Duhn, I., & Ritchie, J. (2014). Making “eco-waves”: Early childhood care and education sustainability practices in Aotearoa New Zealand. Child, Youth and Environment, 24, 123-145. https://doi.org/10.1353/cye.2014.0022
• Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1), 2158244014522633. https://doi.org/10.1177/2158244014522633
• Evagorou, M., Korfiatis, K., Nicolaou, C., & Constantinou, C. (2009). An investigation of the potential of interactive simulations for developing system thinking skills in elementary school: A case study with fifth-graders and sixth-graders. International Journal of Science Education, 31, 655-674. https://doi.org/10.1080/09500690701749313
• Finnish National Board on Research Integrity TENK 4. (2023). Finnish national board on research integrity TENK 4. TENK. https://tenk.fi/sites/default/files/2023-11/RI_Guidelines_2023.pdf
• FNBE. (2014). The national core curriculum for basic education. Finnish National Board of Education.
• Forbes, C. T., Brozović, N., Franz, T. E., Lally, D. E., & Petitt, D. N. (2018). Water in society: An interdisciplinary course to support undergraduate students’ water literacy. Journal of College Science Teaching, 48(1), 36-42. https://doi.org/10.2505/4/jcst18_048_01_36
• Grotzer, T. A., & Basca, B. B. (2003). How does grasping the underlying causal structures of ecosystems impact students’ understanding? Journal of Biology Education, 38, 16-29. https://doi.org/10.1080/00219266.2003.9655891
• Haglund, J., & Hultén, M. (2017). Tension between visions of science education: The case of energy quality in Swedish secondary science curricula. Science & Education, 26, 323-344. https://doi.org/10.1007/s11191-017-9895-1
• Harefa, E. (2023). Implementation of scientific inquiry approach for enhancing scientific literacy among elementary students. IRAONO: Journal of Elementary and Childhood Education, 1(1), 32-38. https://doi.org/10.56207/iraono.v1i1.131
• Havu-Nuutinen, S., Kärkkäinen, S., & Keinonen, T. (2011). Primary school pupils’ perceptions of water in the context of STS study approach. International Journal of Environmental and Science Education, 6(4), 321-339.
• Havu-Nuutinen, S., Kärkkäinen, S., & Keinonen, T. (2018). Changes in primary school pupils’ conceptions of water in the context of science, technology, and society (STS) instruction. International Research in Geographical and Environmental Education, 27(2), 118-134. https://doi.org/10.1080/10382046.2017.1320897
• Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. SAGE.
• Holbrook, J. (2010). Education through science as a motivational innovation for science education for all. Science Education International, 21(2), 80-91.
• Holbrook, J., & Rannikmae, M. (2009). The meaning of scientific literacy. International Journal of Environmental and Science Education, 4(3), 275-288.
• Hussein, H. (2017). A critique of water SCARCITY discourses in educational policy and textbooks in Jordan. Journal of Environmental Education, 49(3), 260-271. https://doi.org/10.1080/00958964.2017.1373620
• Iwasaki, S. (2022). Effects of environmental education on young children’s water-saving behaviors in Japan. Sustainability, 14, 3382. https://doi.org/10.3390/su14063382
• Jorgenson, S. N., Stephens, J. C., & White, B. (2019). Environmental education in transition: A critical review of recent research on climate change and energy education. Journal of Environmental Education, 50(3), 160-171. https://doi.org/10.1080/00958964.2019.1604478
• Jury, W. A., & Vaux Jr, H. (2005). The role of science in solving the world’s emerging water problems. PNAS, 102(44), 15715-15720. https://doi.org/10.1073/pnas.0506467102
• Kaya, V. H., Bahceci, D., & Altuk, Y. G. (2012). The relationship between primary school students’ scientific literacy levels and scientific process skills. Procedia-Social and Behavioral Sciences, 47, 495-500. https://doi.org/10.1016/j.sbspro.2012.06.687
• Khiri, F., Benbrahim, M., Rassou, K. K., Amahmid, O., Rakibi, Y., El Guamri, Y., Itouhar, M., Mrabet, N., Yazidi, M., Razoki, B., & El Badri, A. (2023). Water education and water culture in curricula for primary, middle and upper secondary school levels. Australian Journal of Environmental Education, 39(1), 37-54. https://doi.org/10.1017/aee.2022.9
• Kolstø, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socio-scientific issues. Science Education, 85(3), 291-310. https://doi.org/10.1002/sce.1011
• Komarulzaman, A., de Jong, E., & Smits, J. (2019). Effects of water and health on primary school enrolment and absenteeism in Indonesia. Journal of Water& Health, 17(4), 633-646. https://doi.org/10.2166/wh.2019.044
• Koop, S. H. A., Van Dorssen, A. J., & Brouwer, S. (2019).Enhancing domestic water conservation behavior: A review of empirical studies on influencing tactics. Journal of Environmental Management, 247, 867-876. https://doi.org/10.1016/j.jenvman.2019.06.126
• Krippendorff, K. (2018). Content analysis: An introduction to its methodology. SAGE. https://doi.org/10.4135/9781071878781
• Lavonen, J. (2021). How the Finnish compulsory school science curriculum emphasizes scientific literacy. Eesti Haridusteaduste Ajakiri [Estonian Journal of Educational Sciences], 9(2), 26-46. https://doi.org/10.12697/eha.2021.9.2.02b
• Levy, A. R., & Moore Mensah, F. (2020). Learning through the experience of water in elementary school science. Water, 13(1), 43. https://doi.org/10.3390/w13010043
• Linton, J., & Budds, J. (2014). The hydro-social cycle: Defining and mobilizing a relational-dialectical approach to water. Geoforum, 57, 170-180. https://doi.org/10.1016/j.geoforum.2013.10.008
• Liu, J., Hu, X., Zhang, Q., Du, S., Pan, H., Dai, X., & Ma, G. (2014). Knowledge, attitude and practice on drinking water of primary and secondary students in Shenzhen. Wei Sheng Yan Jiu, 43(3), 419-422.
• Liu, X. (2009). Beyond science literacy: Science and the public. International Journal Environmental Science Education, 4(3), 301-311.
• Mackey, G. (2012). To know, to decide, to act: The young child’s right to participate in action for the environment. Environmental Education Research, 18, 473-484. https://doi.org/10.1080/13504622.2011.634494
• March, H., Saurí, D., & Rico-Amorós, A. M. (2014). The end of scarcity? Water desalination as the new cornucopia for Mediterranean Spain. Journal of Hydrology, 519, 2642-2651. https://doi.org/10.1016/j.jhydrol.2014.04.023
• Meganck, R. A. (2010). The role of water education in achieving the millennium development goals. Reviews in Environmental Science and Biotechnology, 9, 79-80. https://doi.org/10.1007/s11157-010-9194-7
• Miller, J. D. & Miller, J. D. (2013). Scientific literacy: A conceptual and empirical review. Scientific Literacy, 112(2), 29-48.
• Moran, P., Kelesidi, K., Guglani, S., Davidson, S., & Ford, T. (2012). What do parents and carers think about routine outcome measures and their use? A focus group study of CAMHS attenders. Clinical Child Psychology and Psychiatry, 17(1), 65-79. https://doi.org/10.1177/1359104510391859
• Mostacedo-Marasovic, S. J., Mott, B. C., White, H., & Forbes, C. T. (2022). Towards water literacy: An interdisciplinary analysis of standards for teaching and learning about humans and water. Disciplinary and Interdisciplinary Science Education Research, 4(1), 25. https://doi.org/10.1186/s43031-022-00065-y
• Mulvaney, K. K., Merrill, N. H., & Mazzotta, M. J. (2020). Sense of place and water quality: Applying sense of place metrics to better understand community impacts of changes in water quality. In K. Summers (Ed.), Water quality–Science, assessments and policy. IntechOpen. https://doi.org/10.5772/intechopen.91480
• Osborne, J. (2023). Science, scientific literacy and science education. In N. G. Lederman, D. L. Zeidler, & J. S. Lederman (Eds.), Handbook of research on science education (pp. 785-816). Routledge. https://doi.org/10.4324/9780367855758-30
• Österlind, K., & Halldén, O. (2007). Linking theory to practice: A case study of pupils coursework on freshwater pollution. International Research in Geographical and Environmental Education, 16(1), 75-89. https://doi.org/10.2167/irg207.0
• Payne, P. G. (2020). Amnesia of the moment, in environmental education. Journal of Environmental Education, 51(2), 113-143. https://doi.org/10.1080/00958964.2020.1726263
• Pozo-Muñoz, M. P., Martín-Gámez, C., Velasco-Martínez, L. C., & Tójar-Hurtado, J. C. (2023). Research and development of environmental awareness about water in primary education students through their drawings. Education Sciences, 13(2), 119. https://doi.org/10.3390/educsci13020119
• Prasasti, P. A. T., & Rahayu, S. (2023). Portraying science activities of elementary school student that promote scientific literacy: A need assessment. AIP Conference Proceedings, 2569(1), 060005. https://doi.org/10.1063/5.0113479
• Reinfried, S. (2006). Conceptual change in physical geography and environmental sciences through mental model building: The example of groundwater. International Research in Geographical & Environmental Education, 15(1), 41-61. https://doi.org/10.2167/irgee186.0
• Riskowski, J. L., Todd, C. D., Wee, B., Dark, M., & Harbor, J. (2009). Exploring the effectiveness of an interdisciplinary water resources engineering module in an eighth grade science course. International Journal of Engineering Education, 25(1), 181.
• Roberts, D. A., & Bybee, R. W. (2014). Scientific literacy, science literacy, and science education. In N. G. Lederman, & S. K. Abel (Eds.), Handbook of research on science education (pp. 545-558). Routledge.
• Roberts, D. B. (2007). Scientific literacy/science literacy. In S. Abell, & N. Lederman, N. (Eds.), Handbook of research on science education (pp. 729-778). Lawrence Erlbaum.
• Romine, W. L., Sadler, T. D., Dauer, J. M., & Kinslow, A. (2020). Measurement of socio-scientific reasoning (SSR) and exploration of SSR as a progression of competencies. International Journal of Science Education, 42(18), 2981-3002. https://doi.org/10.1080/09500693.2020.1849853
• Sadler, T. D. (2011). Socio-scientific issues-based education: What we know about science education in the context of SSI. In T. Sadler (Eds.), Socio-scientific issues in the classroom: Contemporary trends and issues in science education (pp.355-369). Springer. https://doi.org/10.1007/978-94-007-1159-4_20
• Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socio-scientific inquiry? Research in Science Education, 37, 371-391. https://doi.org/10.1007/s11165-006-9030-9
• Sammel, A. J. (2014). A case study of water education in Australia. Creative Education, 5, 1140-1147. https://doi.org/10.4236/ce.2014.513129
• Sammel, A., & Hartwig, L. D. (2019). Making sense of hydro-social patterns in academic papers on extreme freshwater events. Human Ecology Review, 25(1), 111-130. https://doi.org/10.22459/HER.25.01.2019.06
• Shaw, C., Brady, L. M., & Davey, C. (2011). Guidelines for research with children and young people. National Children’s Bureau.
• Siew, T. F., Aenis, T., Spangenberg, J. H., Nauditt, A., Döll, P., Frank, S. K., Ribbe, L., Rodriguez-Labajos, B., Rumbaur, C., Settele, J., & Wang, J. (2016). Transdisciplinary research in support of land and water management in China and Southeast Asia: evaluation of four research projects. Sustainability Science, 11, 813-829. https://doi.org/10.1007/s11625-016-0378-0
• Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of building. In Y. J. Dori, Z. R. Mevarech, & D. R. Baker (Eds.), Cognition, metacognition, and culture in STEM education: Innovations in science education and technology (pp. 65-88). Springer. https://doi.org/10.1007/978-3-319-66659-4_4
• Smith, K. V., Loughran, J., Berry, A., & Dimitrakopoulos, C. (2012). Developing scientific literacy in a primary school. International Journal of Science Education, 34(1), 127-152. https://doi.org/10.1080/09500693.2011.565088
• Swain, S., Mishra, S. K., Pandey, A., & Kalura, P. (2022). Inclusion of groundwater and socio-economic factors for assessing comprehensive drought vulnerability over Narmada River Basin, India: A geospatial approach. Applied Water Science, 12(2), 14. https://doi.org/10.1007/s13201-021-01529-8
• Taylor, D. L., Kahawita, T. M., Cairncross, S., & Ensink, J. H. (2015). The impact of water, sanitation and hygiene interventions to control cholera: A systematic review. PLoS ONE, 10(8), e0135676. https://doi.org/10.1371/journal.pone.0135676
• UNESCO. (2016). UNESCO competency framework. https://unesdoc.unesco.org/ark:/48223/pf0000245056
• UNESCO. (2020). The United Nations world water development report 2020: Water and climate change. https://digitallibrary.un.org/record/3892703
• Vaealiki, S., & Mackey, G. (2008). Ripples of action: Strengthening environmental competency in an early childhood center. Early Childhood Folio, 12, 7-11. https://doi.org/10.18296/ecf.0193
• Varelas, M., Pappas, C. C., & Rife, A. (2006). Exploring the role of intertextuality in concept construction: Urban second graders make sense of evaporation, boiling, and condensation. Journal of Research in Science Teaching, 43(7), 637-666. https://doi.org/10.1002/tea.20100
• Venohr, M., Langhans, S. D., Peters, O., Hölker, F., Arlinghaus, R., Mitchell, L., & Wolter, C. (2018). The underestimated dynamics and impacts of water-based recreational activities on freshwater ecosystems. Environmental Reviews, 26(2), 199-213. https://doi.org/10.1139/er-2017-0024

APA

Kärkkäinen, S., Havu-Nuutinen, S., Kontkanen, S., & Waltzer, K. (2024). Finnish primary school students’ perceptions on water systems: Exploring sources and usage at home and in society. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), em2434. https://doi.org/10.29333/ejmste/14446

Vancouver

Kärkkäinen S, Havu-Nuutinen S, Kontkanen S, Waltzer K. Finnish primary school students’ perceptions on water systems: Exploring sources and usage at home and in society. EURASIA J Math Sci Tech Ed. 2024;20(5):em2434. https://doi.org/10.29333/ejmste/14446

AMA

Kärkkäinen S, Havu-Nuutinen S, Kontkanen S, Waltzer K. Finnish primary school students’ perceptions on water systems: Exploring sources and usage at home and in society. EURASIA J Math Sci Tech Ed. 2024;20(5), em2434. https://doi.org/10.29333/ejmste/14446

Chicago

Kärkkäinen, Sirpa, Sari Havu-Nuutinen, Sini Kontkanen, and Katariina Waltzer. "Finnish primary school students’ perceptions on water systems: Exploring sources and usage at home and in society". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 5 (2024): em2434. https://doi.org/10.29333/ejmste/14446

Harvard

Kärkkäinen, S., Havu-Nuutinen, S., Kontkanen, S., and Waltzer, K. (2024). Finnish primary school students’ perceptions on water systems: Exploring sources and usage at home and in society. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), em2434. https://doi.org/10.29333/ejmste/14446

MLA

Kärkkäinen, Sirpa et al. "Finnish primary school students’ perceptions on water systems: Exploring sources and usage at home and in society". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 5, 2024, em2434. https://doi.org/10.29333/ejmste/14446