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Journals / Journal of Innovative Research in Social Studies / 2026 / Cilt: 9 Sayı: 1

Teachers’ Knowledge Levels and Misconceptions Regarding Water: A Case Study of Isparta Province

Öğretmenlerin Su Hakkındaki Bilgi Düzeyleri ve Kavram Yanılgıları: Isparta İli Örneği

Ahmet Tevfik Doğan(TC MİLLİ EĞİTİM BAKANLIĞI ISPARTA)0009-0000-3118-8067
Pages
1–15
Publication Date
2026-07-14
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AI Summary & Key Takeaways

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

It is recommended that compulsory courses on water awareness and consciousness should be introduced in teacher education institutions; online in-service training programs should be organized for teachers; activity- and project-based initiatives involving both teachers and students should be developed in schools; water awareness and consciousness should be integrated into the teaching–learning process as an inseparable component through an interdisciplinary approach.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Water is an indispensable source for the survival of living organisms.
📊
Key Findings & Data:Education and teachers play a significant role in changing attitudes towards water and promoting sustainable, conscious water use.
💡
Conclusion & Impact:It is recommended that compulsory courses on water awareness and consciousness should be introduced in teacher education institutions; online in-service training programs should be organized for teachers; activity- and project-based initiatives involving both teachers and students should be developed in schools; water awareness and consciousness should be integrated into the teaching–learning process as an inseparable component through an interdisciplinary approach.
🔬Design:Survey & Empirical Study
📍Scope:2025-2026 Verileri
⚙️Variables:Su bilgisi · Öğretmen · Sürdürülebilirlik.

Abstract

Water is an indispensable source for the survival of living organisms. Drinkable water resources on Earth are limited. The depletion of water resources necessitates raising awareness about water and proper planning. Education and teachers play a significant role in changing attitudes towards water and promoting sustainable, conscious water use. This study, which aims to determine teachers' knowledge levels and misconceptions about water, was conducted with 100 teachers working in Isparta province during the 2025-2026 academic year. The data for the study, which was conducted using a survey method, were collected through the Water Knowledge Test. The data obtained were analyzed using descriptive analysis techniques; in addition to descriptive statistics, the t-test and one-way analysis of variance (ANOVA) were used in the analysis of the data. When the findings were examined, there were no significant differences in teachers' knowledge levels about water according to the variables of gender, education status, and grade level, but significant differences were found between teachers of Religious Culture and Ethics and teachers of Science, Classroom, and Chemistry according to the variable of their departments of graduation. It is recommended that compulsory courses on water awareness and consciousness should be introduced in teacher education institutions; online in-service training programs should be organized for teachers; activity- and project-based initiatives involving both teachers and students should be developed in schools; water awareness and consciousness should be integrated into the teaching–learning process as an inseparable component through an interdisciplinary approach.

Özet

Su canlı hayatının devamı için vazgeçilmez bir kaynaktır. Yeryüzünde içilebilir su kaynakları sınırlıdır. Su kaynaklarında ortaya çıkan daralma su hakkında farkındalık oluşturulmasını ve doğru planlamayı gerektirmektedir. Suya karşı bakış açısını değiştirmede ve sürdürülebilir ve bilinçli su kullanımı konusunda eğitimin ve özellikle öğretmenlerin rolü büyüktür. Öğretmenlerin su hakkındaki bilgi düzeylerini ve kavram yanılgılarını belirlemeyi amaçlayan bu çalışma, 2025-2026 eğitim öğretim yılında Isparta ilinde görev yapan 100 öğretmenle gerçekleştirilmiştir. Tarama yöntemi ile gerçekleştirilen araştırmanın verileri Su Bilgi Testi aracılığıyla elde edilmiştir. Elde edilen veriler betimsel analiz tekniğiyle analiz edilmiş; verilerin analizinde betimsel istatistiklerin yanı sıra t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Bulgular incelendiğinde öğretmenlerin cinsiyet, eğitim durumu ve görev yaptıkları kademe değişkenlerine göre bilgi seviyelerinde anlamlı farklılık yokken, mezun oldukları bölüm değişkenine göre Din Kültürü ve Ahlak Bilgisi öğretmenleri ile Fen Bilgisi, Sınıf öğretmenleri ve Kimya öğretmenleri arasında anlamlı farklılık bulunmuştur. Öğretmen yetiştiren kurumlarda su bilinci ve farkındalığı hakkında zorunlu dersler getirilmesi, öğretmenlere yönelik online hizmet içi eğitimler düzenlenmesi, okullarda öğretmen ve öğrenci katılımlı etkinlik projeleri geliştirilmesi ve su bilinci ile farkındalığının disiplinler arası bir anlayışla eğitim sürecinin parçası haline getirilmesi önerilmiştir.

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Cite This Article

Doğan, A. T. (2026). Teachers’ Knowledge Levels and Misconceptions Regarding Water: A Case Study of Isparta Province. Journal of Innovative Research in Social Studies, Cilt: 9 Sayı: 1, 1–15. https://doi.org/10.47503/jirss.1934309

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