Examining the Water Literacy Levels of High School Students According to Some Variables

Abstract

As the world population increases, the issue of using freshwater resources efficiently becomes more important. Using water, which is an indispensable resource for life, consciously and sustainably, to be sensitive, in short, to be water literate is a necessity for all citizens of the world. Turkey is a country living water scarcity. Therefore, it is a country where water literacy studies should conduct. As it is the first comprehensive study of water literacy in Turkey, the present study becomes significant in the field. This study aims to determine the water literacy levels of high school students in Turkey. In the present study, Data was gathered through the Water Literacy Questionnaire. The Water Literacy Questionnaire was designed by Sözcü and Türker (2020) and consists of three sections. The questionnaire was applied to 3202 high school students living in different regions. As a result of the study, the water literacy of high school students was at 'Good Level' in general. When the sub-dimensions of water literacy were analyzed, high school students were very good at water-saving and good at water sensitivity, but remain at medium level in terms of water consciousness. In light of the results, some recommendations have been made to increase water literacy.

Disaster Nursing Perspective: Disaster Literacy

“…Disaster literacy is defined here as "an individual's ability to read, understand and use the information to make informed decisions and follow instructions in the context of mitigating, preparing, responding and recovering from a disaster" [10]. Sözcü and Aydınözü (2019a), on the other hand, defined disaster literacy as the process of making correct and conscious decisions at the end of the process by going through the detailed understanding, analysis, synthesis, and evaluation stages of a disaster problem that an individual has or may encounter. Disaster literacy is a way to measure and improve people's understanding and skills in dealing with disasters.…”

“…In the international literature, "disaster prevention literacy" [12], "disaster mitigation literacy" [13], "disaster management literacy" [14], Turkey' It is also expressed by different names in studies such as "natural disaster literacy" [8,9] Disaster literacy, according to Brown et al (2014), is an individual's capacity to read, understand and use the information to make informed decisions and follow directions in the context of mitigating, preparing, responding, and recovering from a disaster. Sözcü and Aydınözü (2019a), on the other hand, define disaster literacy as "the combination of various abilities and skills such as knowledge, attitude, and behavior that will enable the individual to react, analyze and evaluate in the face of natural disasters to survive".…”

“…To react to any disaster, the individual must first have information about the disaster that has occurred. It is expected that individuals will transform this knowledge into positive attitudes and behaviors that will contribute to both themselves and the society [8]. Gaining disaster literacy to individuals in the society can be beneficial in terms of being prepared for disasters and gaining attitudes and behaviors that should be shown during and after disasters.…”

“…required for individuals and society to survive disasters with the least damage. It is a situation that can be realized with education to create a combination of skills such as [8,9]. Lives face to face with reality without knowing where and when, and which natural disaster will be encountered.…”

Exploring characterizing factors and mechanisms of citizens' water literacy to promote sustainable water use: A grounded systems analysis method

“…In recent years, the research on water literacy has gradually attracted the attention of scholars, and exploratory researches on water literacy have been carried out at different angles, such as practical, living, and social water literacy (Otaki et al, 2015), water literacy of citizens (Tian, 2022); water Literacy for High School Students (Sozcu & Ürker, 2020); Water Literacy in Interdisciplinary General Education (Sherchan et al, 2016). According to the existing researches, the concept of water literacy can be summarized as that: the water literacy is a comprehensive quality related to water resources and the water ecological environment formed by gradual study and accumulation from production and life (Tian, 2022).…”