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Strengthening Water Cycle Literacy among Senior High School Students in East Java Province, Indonesia through the Application of the Conservation-Based Learning Model

By Sukarsono Sukarsono, Lise Chamisijatin, Eko Susetyarini and Fuad Jaya Miharja

Water cycle literacy attracts great attention to the observers of climate change. Local and global impacts of the water cycle threaten human life and damage the Earth. Education is expected to be able to provide a way out of this problem. A Conservation-Based Learning (CBL) model was employed to understand the water cycle literacy among students in three cities in East Java province, Indonesia. There were 6 (six) Senior High Schools with a total number of 396 students serving as the sample. Each school consisted of common classes and CBL classes. Water cycle literacy aspects included knowledge, values, cognitive behavior, and acting behavior. The data were analyzed using a descriptive quantitative, and qualitative approach. The data were analyzed using a descriptive quantitative, and qualitative approach. The literacy aspect of values, attitudes, thinking, and acting skills in the water cycle in the CDL class is higher than that of the common class. Learning the water cycle using the CBL model gave significant effects on the students’ strengthening of water cycle literacy (sig. 0.5).

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University Students and Sustainability. Part 1: Attitudes, Perceptions, and Habits

By Kurt Rosentrater and Brianna R. Burke

Increased understanding amongst scientists and the general public about anthropogenic impacts in general, and climate change in particular, behooves us as educators to adjust our courses and curricula. “Sustainability” and “green” topics are increasingly being discussed and incorporated, but this should be done with deliberation. We undertook this study to understand attitudes, perceptions, and habits of the student body at Iowa State University, with a focus on environmental knowledge and behaviors. Overall, we found that, regardless of demographic, students appear to be interested in environmental topics, reducing their footprint, and improving the environment overall. But, they did not necessarily want to pay more, nor did they fully embrace personal responsibility.

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Beyond the Monoculture: Strengthening Local Culture, Economy and Knowledge

By Helena Norberg-Hodge

In this deeply cohesive and fundamentally geographic argument, Helena Norberg-Hodge brings an impressive array of sustainability issues under a single guiding rubric for educating and changing society—the need for a shift from globalised systems to local practice. While every point in her argument is backed with interesting details—including her fascinating experiences with the Himalayan Ladakhi people—she is consistent in bringing us back to valuing localisation and yet measured in her prescription which calls for gradual shifts, not radical and potentially harmful jumps, towards localisation.

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