Teaching and Knowing beyond the Water Cycle: What Does It Mean to Be Water Literate?

Creative Education

ISSN Print: 2151-4755
ISSN Online: 2151-4771
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"Teaching and Knowing beyond the Water Cycle: What Does It Mean to Be Water Literate?"
written by Alison J. Sammel, Dena W. McMartin,
published by Creative Education, Vol.5 No.10, 2014

has been cited by the following article(s):

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CrossRef

[1]	Extreme freshwater events, scientific realities, curriculum inclusions, and perpetuation of cultural beliefs
	PLOS Climate, 2022

[2]	Water sensitive communities: a systematic review with a complex adaptive systems perspective
	Journal of Environmental …, 2022

[3]	Assessing water literacy at a primarily undergraduate university in Ohio
	2020

[4]	What We Know about Water: A Water Literacy Review
	2020

[5]	Examining the Water Literacy Levels of High School Students According to Some Variables.
	2020

[6]	Development of Three-Dimensional Visuals Learning Media Using the Scientific Approach
	2020

[7]	Investigating the Effect of Water Consumption Behavior, Environmental Citizen Behavior and Relationship with Nature on Adult Education
	2020

[8]	Examining the water literacy levels of high school students according to some variables
	Asian Journal of Education and Training, 2020

[9]	Primary and Secondary Students' Understanding of the Rainfall Phenomenon and Related Water Systems: a Comparative Study of Two Methodological …
	2019

[10]	Making Sense of Hydrosocial Patterns in Academic Papers on Extreme Freshwater Events
	2019

[11]	Making Sense of Hydrosocial Patterns in Academic Papers on Extreme Freshwater Events.
	2019

[12]	Primary and Secondary Students' Understanding of the Rainfall Phenomenon and Related Water Systems: a Comparative Study of Two Methodological Approaches
	2019

[13]	Education Agendas and Resistance With the Teaching and Learning of Freshwater and Extreme Freshwater Events
	Australian Journal of Environmental Education, 2018

[14]	Community Response and Engagement During Extreme Water Events in Saskatchewan, Canada and Queensland, Australia
	Environmental Management, 2018

[15]	Place-Based High School Watershed Education: A Regenerative Approach
	2018

[16]	CONOCIMIENTO CIUDADANO PARA UN USO SOSTENIBLE DEL AGUA: UN ANáLISIS EN EL áMBITO EDUCATIVO
	2017

[17]	Science-Policy Interface to Mitigate Water Scarcity in India: An Assessment of Virtual Water Flows
	2016

[18]	Water policy at science–policy interface–challenges and opportunities for India
	2016

[19]	Her beauty and her terror: A case study exploring the framing of water and extreme water events within formal education in Queensland, Australia and Saskatchewan, …
	Geoforum, 2016

[20]	Water systems understandings: a framework for designing instruction and considering what learners know about water
	Wiley Interdisciplinary Reviews: Water, 2016

[21]	Her beauty and her terror: A case study exploring the framing of water and extreme water events within formal education in Queensland, Australia and Saskatchewan …
	Geoforum, 2016

[22]	Water Policy at science-policy interface–challenges and opportunities for India
	Water Policy, 2015

[1]	Water sensitive communities: a systematic review with a complex adaptive systems perspective Journal of Environmental Planning and Management, 2024 DOI:10.1080/09640568.2022.2147421

[2]	Extreme freshwater events, scientific realities, curriculum inclusions, and perpetuation of cultural beliefs PLOS Climate, 2022 DOI:10.1371/journal.pclm.0000020

[3]	Water sensitive communities: a systematic review with a complex adaptive systems perspective Journal of Environmental Planning and Management, 2022 DOI:10.1080/09640568.2022.2147421

[4]	Primary and Secondary Students’ Understanding of the Rainfall Phenomenon and Related Water Systems: a Comparative Study of Two Methodological Approaches Research in Science Education, 2021 DOI:10.1007/s11165-019-9831-2

[5]	Assessing water literacy at a primarily undergraduate university in Ohio Natural Sciences Education, 2020 DOI:10.1002/nse2.20024

[6]	Assessing water literacy at a primarily undergraduate university in Ohio Natural Sciences Education, 2020 DOI:10.1002/nse2.20024

[7]	What We Know about Water: A Water Literacy Review Water, 2020 DOI:10.3390/w12102803

[8]	Making Sense of Hydrosocial Patterns in Academic Papers on Extreme Freshwater Events Human Ecology Review, 2019 DOI:10.22459/HER.25.01.2019.06

[9]	Education Agendas and Resistance With the Teaching and Learning of Freshwater and Extreme Freshwater Events Australian Journal of Environmental Education, 2018 DOI:10.1017/aee.2018.10

[10]	Community Response and Engagement During Extreme Water Events in Saskatchewan, Canada and Queensland, Australia Environmental Management, 2017 DOI:10.1007/s00267-017-0944-y

[11]	Water systems understandings: a framework for designing instruction and considering what learners know about water Wiley Interdisciplinary Reviews: Water, 2017 DOI:10.1002/wat2.1178

[12]	Water systems understandings: a framework for designing instruction and considering what learners know about water WIREs Water, 2017 DOI:10.1002/wat2.1178

[13]	Her beauty and her terror: A case study exploring the framing of water and extreme water events within formal education in Queensland, Australia and Saskatchewan, Canada Geoforum, 2016 DOI:10.1016/j.geoforum.2016.09.015

[14]	Water policy at science–policy interface – challenges and opportunities for India Water Policy, 2016 DOI:10.2166/wp.2015.086

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