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Abstract
The purpose of this study was to determine if (1) levels of water literacy differed between college freshman nonscience majors having 1 versus 2 years of high school science coursework, (2) visual imagery exercises could improve understanding of evaporation and condensation related to the water cycle, and (3) patterns exist in the concept of the water cycle. There was no statistically significant difference in water knowledge between entering freshmen with 1 versus 2 years of high school science coursework. The use of visual imagery was found to improve comprehension of condensation and evaporation (p < .0001), and for these college nonscience majors, alternative conceptual frameworks were similar to those for other populations reported on in the literature.
