Staged Evidence Integration for Interpreting River Systems in Environmental Chemistry

Abstract Field-based environmental chemistry courses provide authentic opportunities for physicochemical measurement, but such measurements alone may be insufficient for evaluating ecological condition at the river-system level. This study presents a master’s-level field module in which environmental information is integrated in stages. Students first collected and interpreted physicochemical data and compared their results with long-term chemical monitoring records. Additional biological observations and ecological-status information introduced later, together with hydromorphological observations collected during the first field cycle, expanded the interpretive context and supported consideration of the river as an integrated system. Students then connected physicochemical conditions, habitat characteristics, biological observations, and monitoring information to formulate restoration proposals. Analysis of the final group report documented forms of critical data evaluation and systems-oriented reasoning. The instructional contribution of the module lies in staged evidence integration that creates opportunities to revisit an initially parameter-based assessment as the interpretive context expands, linking field measurement with river-system interpretation.