Engaging Pennsylvania Teachers in Watershed Education

Abstract

Water-resource scientists have become increasingly concerned about global water quality and quantity issues. Water and watershed education are now mandated topics for schoolaged youth. Pennsylvania teachers lack consistent and accessible curricula to teach students about water quality and quantity. A mail survey administered in 2004 determined what curricula teachers use, how they use it, and their confidence in teaching about watersheds. The authors empirically tested a conceptual model of curricular behavior using survey data from science teachers across Pennsylvania. The analysis revealed that gender, age, classroom confidence, and self-efficacy significantly influenced teachers' curricular behavior. The authors discuss implications for curriculum developers, state agencies, and conservation organizations.

Keywords:

• curriculum adoption
• curriculum development
• self-efficacy
• teaching confidence
• watershed education