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Yazar
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Arzu KÜÇÜK
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Türü |
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Baskı Yılı |
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2022
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Sayı |
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72
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Sayfa |
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188-202
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DOI Number: |
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Arzu KÜÇÜK , (2022). THE EFFECT OF AN ONLINE SUSTAINABLE DEVELOPMENT EDUCATION ON WATER LITERACY OF TURKISH MIDDLE SCHOOL STUDENTS. Route Education and Social Science Journal , 72, p. 188-202. Doi: 10.17121/ressjournal.3164.
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692 542
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Özet
The purpose of this research is to examine the effect of sustainable development teaching, which was developed for middle school students and applied in an online environment, on students' water literacy. Quantitative and quantitative research methods were used in the research conducted with twenty-four 7th grade students studying in the same class for three years. Data were collected using a fairly new Water Literacy Scale developed by Sozcu and Turker (2020a) consisting of three sub-dimensions and a total of 30 items. This scale was applied to students who attended and did not in the teaching approximately one year after the intervention. An open-ended questionnaire was also applied in the second session to explain the result for water consciousness in this scale data. It was revealed that online education for sustainable development goals had permanent effects on the water literacy of the students. However, the reason for the low scores in water consciousness, which is the second sub-dimension was due to the lack of a design in the intervention program that would strengthen the cognitive structure for the nature of water.
Anahtar Kelimeler
The Effect of an Online Sustainable Development Education on Water Literacy of Turkish Middle School Students
Abstract
The purpose of this research is to examine the effect of sustainable development teaching, which was developed for middle school students and applied in an online environment, on students' water literacy. Quantitative and quantitative research methods were used in the research conducted with twenty-four 7th grade students studying in the same class for three years. Data were collected using a fairly new Water Literacy Scale developed by Sozcu and Turker (2020a) consisting of three sub-dimensions and a total of 30 items. This scale was applied to students who attended and did not in the teaching approximately one year after the intervention. An open-ended questionnaire was also applied in the second session to explain the result for water consciousness in this scale data. It was revealed that online education for sustainable development goals had permanent effects on the water literacy of the students. However, the reason for the low scores in water consciousness, which is the second sub-dimension was due to the lack of a design in the intervention program that would strengthen the cognitive structure for the nature of water.
Keywords
Sustainable Development, Teaching Module, Online, Water Literacy
