An international study of high school teachers’ experience of incorporating water resources in their teaching
Bibliographic record
Abstract
This qualitative study aims at investigating the significant personal and contextual factors influencing teachers’ motivations for incorporating water resources in their teaching. By exploring teachers’ experiences teaching water resources in their Education for Sustainable Development (ESD) classroom, this study attempts to close the research gap on the paucity of research on teachers’ motivation in teaching water resources within the realm of ESD. Based on the purpose of the study and the social cognitive career theory, this study is guided by two research questions: (1) How do teachers describe their experience of incorporating water resources in their classrooms? (2) Why are teachers motivated to incorporate water resources in their teaching? Ten high school teachers from five countries and regions, Canada, Australia, New Zealand, Taiwan and Hong Kong, who had incorporated water resources into their teaching, were recruited. The researchers adopted Interpretative Phenomenological Analysis with semi-structured interviews and focus group discussions to collect in-depth data to explore their teaching experiences. The results indicated that personal beliefs and characteristics of the community played significant roles in their experiences and motivations. This study’s findings can provide insights into how and why teachers’ personal beliefs and contextual variables like geographic and cultural influences can encourage teachers to implement water resource elements in their teaching, thereby illuminating the possible responsive pedagogies for successful cross-disciplinary ESD in future.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".