SavedAdd your journal

Journals / Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi / 2026 / Cilt: 9 Sayı: 3

A Journey Toward a Holistic Conceptual Model for Transforming Water Literacy Into Lasting Behaviors

Su Okuryazarlığının Kalıcı Su Davranışlarına Dönüşüm Sürecini Destekleyen Bütüncül Bir Kavramsal Model Arayışına Yolculuk

Emine Gülmez(Bursa Uludağ Üniversitesi)0000-0002-3986-0863
Salih Çepni(Bursa Uludağ Üniversitesi)0000-0003-2343-8796
Pages
—
Publication Date
2026-09-30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The proposed model has not yet been empirically tested; however, it offers a testable framework for implementations at the middle-school level.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Water resource sustainability and safe access to water constitute a global problem today, and addressing this requires developing water literacy that integrates individuals' water-related knowledge, attitudes, and behaviors.
📊
Key Findings & Data:To this end, 10 studies identified through a PRISMA 2020-guided search of the WoS, Scopus, and ERIC databases were analyzed using a thematic synthesis approach.
💡
Conclusion & Impact:The proposed model has not yet been empirically tested; however, it offers a testable framework for implementations at the middle-school level.
🔬Design:Modeling & Simulation
📍Scope:2020 Verileri
⚙️Variables:Su Okuryazarlığı · Tasarım Odaklı Düşünme · Aile Katılımı

Abstract

Water resource sustainability and safe access to water constitute a global problem today, and addressing this requires developing water literacy that integrates individuals' water-related knowledge, attitudes, and behaviors. However, current water education remains largely at the cognitive level, and innovative learning approaches that support knowledge with skills and behaviors are needed. The literature suggests that Design Thinking (DT) can contribute to the transformation of knowledge into skill, whereas the transformation of skill into lasting behavior may depend on carrying learning into the home environment with family support. Yet studies addressing these three fields together remain limited. This study aims to develop a holistic conceptual model explaining the transformation of water literacy into lasting behavior at the middle-school level through DT and family involvement. To this end, 10 studies identified through a PRISMA 2020-guided search of the WoS, Scopus, and ERIC databases were analyzed using a thematic synthesis approach. The thematic synthesis identified four themes, which were structured in the model as the DT Engine, supporting the knowledge-to-skill transition; the Family Involvement Dynamo, supporting the skill-to-behavior transition; the Moderator Context, encompassing the psychosocial factors that influence these transitions; and the Institutional/Procedural Context, affecting the model's applicability. The proposed model has not yet been empirically tested; however, it offers a testable framework for implementations at the middle-school level.

Özet

Su kaynaklarının sürdürülebilirliği ve suya güvenli erişim günümüzde küresel bir sorundur; çözümü için bireylerin su ile ilgili bilgi, tutum ve davranışlarını bütünleştiren su okuryazarlığının geliştirilmesi gerekmektedir. Ancak mevcut su eğitimleri çoğunlukla bilişsel boyutta kalmakta, bilgiyi beceri ve davranışlarla destekleyen yenilikçi öğrenme yaklaşımlarına ihtiyaç duyulmaktadır. Alanyazın, Tasarım Odaklı Düşünmenin (TOD) bilginin beceriye dönüşmesine katkı sağlayabildiğine, becerinin kalıcı davranışa dönüşmesinin ise öğrenmenin aile desteğiyle ev ortamına taşınmasına bağlı olabileceğine işaret etmektedir. Buna karşın bu üç alanın birlikte ele alındığı çalışmalar sınırlıdır. Bu çalışmada, ortaokul düzeyinde su okuryazarlığının kalıcı davranışa dönüşümünü TOD ve aile katılımıyla açıklayan bütüncül bir kavramsal model geliştirilmesi amaçlanmıştır. Bu amaçla WoS, Scopus ve ERIC veri tabanlarında PRISMA 2020 rehberliğinde yürütülen tarama sonucunda belirlenen 10 çalışma, tematik sentez yaklaşımıyla çözümlenmiştir. Tematik sentez sonucunda dört tema belirlenmiş ve bu temalar kavramsal modelde bilgiden beceriye geçişi destekleyen TOD Motoru, beceriden davranışa geçişi destekleyen Aile Katılımı Dinamosu, bu geçişleri etkileyen psikososyal etkenleri kapsayan Moderatör Bağlam ve modelin uygulanabilirliğini etkileyen Kurumsal/Süreçsel Bağlam olarak yapılandırılmıştır. Önerilen model henüz ampirik olarak sınanmamış olup ortaokul düzeyinde yürütülecek uygulamalar için sınanabilir bir çerçeve sunmaktadır.

🔖

Cite This Article

Gülmez, E., Çepni, S. (2026). A Journey Toward a Holistic Conceptual Model for Transforming Water Literacy Into Lasting Behaviors. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi, Cilt: 9 Sayı: 3. https://ajindex.com/articles/1483849

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (52)

  1. Alam, S., & Hamzah, R. A. (2025). The role of parental involvement in promoting education for sustainability in primary schools. Asian Education and Development Studies, 14(3), 563–578. https://doi.org/10.1108/AEDS-07-2024-0151
  2. Arifin, N. R., & Mahmud, S. N. D. (2021). A systematic literature review of design thinking application in STEM integration. Creative Education, 12(7), 1558–1571. https://doi.org/10.4236/ce.2021.127118
  3. Barış, Ç. C., Aksoy Kumru, F. B., Deringöl, Y., Acar Şeşen, B., Sayılır, A., & Bozyel, S. (2026). Engaging young children in water literacy: A study using the Mosaic approach. Early Childhood Education Journal, 54, 4759–4772. https://doi.org/10.1007/s10643-026-02178-9
  4. Boon, H. J. (2024). A comprehensive approach to water literacy in the context of climate change. Education Sciences, 14(6), 564. https://doi.org/10.3390/educsci14060564
  5. Brown, T. (2008). Design thinking. Harvard Business Review, 86(6), 84–92.
  6. Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Hornstein, M. (2010). Destination, imagination and the fires within: Design thinking in a middle school classroom. International Journal of Art & Design Education, 29(1), 37–52. https://doi.org/10.1111/j.1476-8070.2010.01632.x
  7. Castaño, C., Caballero, R., Noguera, J. C., Chen Austin, M., Bernal, B., Jaén-Ortega, A. A., & Ortega-Del-Rosario, M. D. L. A. (2025). Developing sustainability competencies through active learning strategies across school and university settings. Sustainability, 17(19), 8886. https://doi.org/10.3390/su17198886
  8. Covitt, B. A., Gunckel, K. L., & Anderson, C. W. (2009). Students' developing understanding of water in environmental systems. The Journal of Environmental Education, 40(3), 37–51. https://doi.org/10.3200/JOEE.40.3.37-51
  9. Duvall, J., & Zint, M. (2007). A review of research on the effectiveness of environmental education in promoting intergenerational learning. The Journal of Environmental Education, 38(4), 14–24. https://doi.org/10.3200/JOEE.38.4.14-24
  10. Hart, P., Bracey, O., Oliveira, G., & Paul, S.-A. S. (2024). Problematising conceptions of "effective" home-school partnerships in secondary education. Educational Studies, 50(6), 1520–1538. https://doi.org/10.1080/03055698.2022.2103651
  11. Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362
  12. Imaduddin, M., & Eilks, I. (2024). A scoping review and bibliometric analysis of educational research on water literacy and water education. Sustainable Chemistry and Pharmacy, 42, 101833. https://doi.org/10.1016/j.scp.2024.101833
  13. Imaduddin, M., Sjöström, J., & Eilks, I. (2025). Implications of the concept of glocalization for science education for sustainability with a specific view on promoting water literacy. Science & Education. https://doi.org/10.1007/s11191-025-00695-4
  14. Iwaniec, J., & Curdt-Christiansen, X. L. (2020). Parents as agents: Engaging children in environmental literacy in China. Sustainability, 12(16), 6605. https://doi.org/10.3390/su12166605
  15. Jaime, M., Salazar, C., Alpizar, F., & Carlsson, F. (2023). Can school environmental education programs make children and parents more pro-environmental? Journal of Development Economics, 161, 103032. https://doi.org/10.1016/j.jdeveco.2022.103032
  16. Jia, F., & Yu, H. (2021). Action, communication, and engagement: How parents "ACE" children's pro-environmental behaviors. Journal of Environmental Psychology, 74, 101575. https://doi.org/10.1016/j.jenvp.2021.101575
  17. Karakuş, S., & Akbaş, Y. (2026). Water literacy of secondary school students: A scale development study. Participatory Educational Research, 13(1), 256–275. https://doi.org/10.17275/per.26.14.13.1
  18. Karupaiah, T., & Saleh, S. (2025). Developing young engineers through design thinking in primary science education. In 2025 10th International STEM Education Conference (iSTEM-Ed) (pp. 1–6). IEEE. https://doi.org/10.1109/iSTEM-Ed65612.2025.11129435
  19. Kelty, N. E., & Wakabayashi, T. (2020). Family engagement in schools: Parent, educator, and community perspectives. SAGE Open, 10(4). https://doi.org/10.1177/2158244020973024
  20. Khiri, F., Benbrahim, M., Kaid Rassou, K., Amahmid, O., Rakibi, Y., El Guamri, Y., Itouhar, M., Mrabet, N., Yazidi, M., Razoki, B., & El Badri, A. (2023). Water education and water culture in curricula for Primary, Middle and upper Secondary school levels. Australian Journal of Environmental Education, 39(1), 37–54. https://doi.org/10.1017/aee.2022.9
  21. Lawson, D. F., Stevenson, K. T., Peterson, M. N., Carrier, S. J., Strnad, R. L., & Seekamp, E. (2019). Children can foster climate change concern among their parents. Nature Climate Change, 9(6), 458–462. https://doi.org/10.1038/s41558-019-0463-3
  22. Lee, H., Kim, Y., Choi, H., Kwon, H., Kim, H., & Cho, K.-S. (2025). The effectiveness of the parent–child VOC-focused environmental education program. SAGE Open, 15(3). https://doi.org/10.1177/21582440251346558
  23. Lestiawati, I. M., Hartati, S., & Sumantri, M. S. (2025). Exploration and formulation of an appropriate environment education approach for early childhood learners. Edelweiss Applied Science and Technology, 9(4), 1581–1590. https://doi.org/10.55214/25768484.v9i4.6336
  24. Liu, J., & Green, R. J. (2024). Children's pro-environmental behaviour: A systematic review of the literature. Resources, Conservation and Recycling, 205, 107524. https://doi.org/10.1016/j.resconrec.2024.107524
  25. Martínez-Borreguero, G., Maestre-Jiménez, J., Mateos-Núñez, M., & Naranjo-Correa, F. L. (2020). Water from the perspective of education for sustainable development: An exploratory study in the Spanish secondary education curriculum. Water, 12(7), 1877. https://doi.org/10.3390/w12071877
  26. Matos, S., Arroz, A. M., Martins, B., Amorim, I. R., & Gabriel, R. (2024). Backcasting for youths: Hypothetical and critical thinking in the context of sustainable development education. Sustainability, 16(24), 11088. https://doi.org/10.3390/su162411088
  27. McCarroll, M., & Hamann, H. (2020). What we know about water: A water literacy review. Water, 12(10), 2803. https://doi.org/10.3390/w12102803
  28. Md. Aris, N., Ibrahim, N. H., & Abdul Halim, N. D. (2024). Beyond the classroom: Expert teachers' perspectives on developing innovation competencies through design thinking practices. Jurnal Pendidikan Bitara UPSI, 17(1), 72–81. https://doi.org/10.37134/bitara.vol17.1.7.2024
  29. Micheli, P., Wilner, S. J. S., Bhatti, S. H., Mura, M., & Beverland, M. B. (2019). Doing design thinking: Conceptual review, synthesis, and research agenda. Journal of Product Innovation Management, 36(2), 124–148. https://doi.org/10.1111/jpim.12466
  30. Mishra, B. K., Kumar, P., Saraswat, C., Chakraborty, S., & Gautam, A. (2021). Water security in a changing environment: Concept, challenges and solutions. Water, 13(4), 490. https://doi.org/10.3390/w13040490
  31. Mostacedo-Marasovic, S. J., Mott, B. C., White, H., & Forbes, C. T. (2022). Towards water literacy: An interdisciplinary analysis of standards for teaching and learning about humans and water. Disciplinary and Interdisciplinary Science Education Research, 4(1), Article 25. https://doi.org/10.1186/s43031-022-00065-y
  32. Mostacedo-Marasovic, S. J., Mott, B. C., White, H., & Forbes, C. T. (2023). Towards water literacy: Analysis of standards for teaching and learning about water on Earth. Journal of Geoscience Education, 71(2), 192–207. https://doi.org/10.1080/10899995.2022.2112490
  33. National Association for Family, School, and Community Engagement. (2010). Family engagement definition. https://nafsce.org/page/definition
  34. Olsson, D., & Gericke, N. (2016). The adolescent dip in students' sustainability consciousness: Implications for education for sustainable development. The Journal of Environmental Education, 47(1), 35–51. https://doi.org/10.1080/00958964.2015.1075464
  35. Osorio, L., Arango, M. P., & Cuesta-Hincapié, C. (2024). STEAM+H education for global citizenship: Curricular transformation using active methodologies in Colombia. International Journal of Designs for Learning, 15(3), 63–78. https://doi.org/10.14434/ijdl.v15i3.36727
  36. Otto, S., Evans, G. W., Moon, M. J., & Kaiser, F. G. (2019). The development of children's environmental attitude and behavior. Global Environmental Change, 58, 101947. https://doi.org/10.1016/j.gloenvcha.2019.101947
  37. Payne, P. G. (2005). Families, homes and environmental education. Australian Journal of Environmental Education, 21, 81–95. https://doi.org/10.1017/S0814062600000975
  38. Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? Review of Educational Research, 82(3), 330–348. https://doi.org/10.3102/0034654312457429
  39. Roland, H. B., Kohlhoff, J., Moore, T. R., Lanphier, K., Pierce, L., Narvaez, J., Yazzie, A., Whitehead, C., Feldpausch, J., & Gribble, M. O. (2025). Influence of a tribally led children's environmental education program on shellfish harvesting beliefs and behavioral intentions. Community Science, 4(3), e2025CSJ000128. https://doi.org/10.1029/2025CSJ000128
  40. Rusch, M. (2023). Sustainable innovations by design thinking: An experiential learning course implemented by students. GAIA – Ecological Perspectives for Science and Society, 32(3), 332–333. https://doi.org/10.14512/gaia.32.3.12
  41. Ryu, M., & Go, I. (2026). Integrating environmental education and maker practices: A student-driven project to reduce energy loss. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-026-10070-1
  42. Sadler, T. D., Nguyen, H., & Lankford, D. (2017). Water systems understandings: A framework for designing instruction and considering what learners know about water. WIREs Water, 4(1), e1178. https://doi.org/10.1002/wat2.1178
  43. Simpson, A., & Knox, P. N. (2022). Children's engineering identity development within an at-home engineering program during COVID-19. Journal of Pre-College Engineering Education Research, 12(2), Article 2. https://doi.org/10.7771/2157-9288.1345
  44. Sözcü, U., & Türker, A. (2020). Su okuryazarlığı ölçeğinin geliştirilmesi. Üçüncü Sektör Sosyal Ekonomi Dergisi, 55(2), 1155–1168. https://doi.org/10.15659/3.sektor-sosyal-ekonomi.20.05.1365
  45. T.C. Cumhurbaşkanlığı Strateji ve Bütçe Başkanlığı. (2023). On İkinci Kalkınma Planı (2024–2028). https://www.sbb.gov.tr/wp-content/uploads/2023/11/On_Ikinci_Kalkinma_Plani-2024-2028.pdf
  46. Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 45. https://doi.org/10.1186/1471-2288-8-45
  47. Tian, K., Wang, Y., Chen, A., & Yao, J. (2023). Exploring characterizing factors and mechanisms of citizens' water literacy to promote sustainable water use: A grounded systems analysis method. Sustainable Development, 31(3), 1311–1327. https://doi.org/10.1002/sd.2450
  48. Ünal Çoban, G., Akpınar, E., Küçükcankurtaran, E., Yıldız, E., & Ergin, Ö. (2011). Elementary school students' water awareness. International Research in Geographical and Environmental Education, 20(1), 65–83. https://doi.org/10.1080/10382046.2011.540103
  49. United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development (A/RES/70/1). https://sdgs.un.org/2030agenda
  50. U.S. Geological Survey. (2019). Where is Earth's water? Water Science School. https://www.usgs.gov/water-science-school/science/where-earths-water
  51. Vassiloudis, I. (2026). Intergenerational learning for the environment and the sustainability: A systematic literature review. Interdisciplinary Journal of Environmental and Science Education, 22(1), e2602. https://doi.org/10.29333/ijese/17500
  52. Wang, Z., & Li, W. (2024). The mechanism of adolescent environmental passion influencing parent pro-environmental behavior. Journal of Environmental Psychology, 96, 102342. https://doi.org/10.1016/j.jenvp.2024.102342