Promoting environmental health literacy through scientific communication and intergenerational learning in a K-12 safe drinking water citizen science project (Communicating Data)

摘要/摘要(30行)： 通讯数据项目吸引了来自农村和城市的中学教师和学生 作为公民科学家在缅因州和新罕布夏州收集私人和公共饮用水 样本进行重金属分析，并传达他们的研究结果，目的是改善其 社区。这个新项目将建立在我们目前的国家环保总局项目的基础上，该项目的重点是私下的砷 农村社区的井水。根据我们在第一个项目中学到的知识，几乎所有社区 拥有一些公共供水系统以及私人水井，我们将提供更具包容性的体验 通过让学生收集家庭饮用水样本进行分析，无论来源是什么。我们 将提供有关饮用水系统的课程，以便学生能够确定他们的饮用水来源。 虽然我们的第一个项目专注于水井中的砷，但许多学校发现铀和铅等 污染物也是需要注意的问题。因此，我们将开发解决多个问题的课程 此外，儿童基金会还为饮用水污染物提供培训，并为教师提供这些领域的培训。我们已经开发了数据 将在这一新项目中为教师和学生服务的扫盲工具和课程。有了这些支撑， 我们的新SEPA项目将专注于帮助学生创建数据可视化，以便他们能够 将他们的发现有效地传达给不同的受众。我们从对房主的调查中得知 在我们当前项目的第一年贡献了井水样本，即在 饮用水与家庭中亲子互动的程度有关。为了进一步支持这些 除了互动，我们还将关注代际学习。在与家长的指导焦点会议中，我们将获得 他们在发展适当的家庭对话提示和下沉的活动方面的意见，以吸引家庭 更积极地了解健康饮用水的重要性。我们预计，这种方法， 结合我们对饮用水中多种污染物的扩展关注，这些污染物来自依赖于 城市或农村环境中的私人或公共饮用水来源将使我们能够更广泛地 传播我们的项目并促进其在其他地理区域的可复制性。 。

ABSTRACT/SUMMARY (30 lines): The Communicating Data project engages secondary school teachers and students from both rural and urban areas in Maine and New Hampshire as citizen scientists in collecting both private and public drinking water samples for heavy metal analysis and communicating their findings with a goal of improving public health in their communities. This new project will build on our current SEPA project which has a focus on arsenic in private well water in rural communities. Based on what we are learning in our first project, that nearly all communities have a mix of some public water systems as well as private wells, we will provide a more inclusive experience for students by having them collect home drinking water samples for analysis, no matter what the source. We will provide curriculum on drinking water systems so that students can identify their source of drinking water. While our first project focused on arsenic in wells, many schools found that uranium and lead and other contaminants were also issues that need attention. So, we will develop curriculum that addresses multiple drinking water contaminants and provide training for teachers in these areas. We have already developed data literacy tools and curriculum that will serve teachers and students in this new project. With these supports in place, our new SEPA project will focus on helping students create data visualizations so that they can more effectively communicate their findings to diverse audiences. We know from surveys of homeowners who contributed well water samples in the first years of our current project, that the likelihood of mitigating arsenic in drinking water was related to the extent of parent-child interactions in the home. To further support these interactions, we will also focus on intergenerational learning. In guided focus sessions with parents, we will get their input on developing appropriate at-home conversation prompts and sink-side activities to engage families more actively in understanding the importance of healthy drinking water. We anticipate that this approach, combined with our expanded focus on multiple contaminants in drinking water from homes dependent on either private or public drinking water sources in either urban or rural environments will enable us to more broadly disseminate our project and facilitate its replicability in other geographic areas. .