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

Emine Gülmez; Salih Çepni

EN TR

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

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.

Keywords

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

Abstract

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.

Keywords

References

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Details

Primary Language

Turkish

Subjects

Science Education

Journal Section

Review

Authors

Emine Gülmez ^*
0000-0002-3986-0863
Türkiye

Salih Çepni
0000-0003-2343-8796
Türkiye

Publication Date

September 30, 2026

Submission Date

August 20, 2026

Acceptance Date

September 30, 2026

Published in Issue

Year 2026 Volume: 9 Number: 3

IZ

https://izlik.org/JA38XT99PH

Cite

RIS / Bibtex

APA

Gülmez, E., & Çepni, S. (2026). Su Okuryazarlığının Kalıcı Su Davranışlarına Dönüşüm Sürecini Destekleyen Bütüncül Bir Kavramsal Model Arayışına Yolculuk. Fen Matematik Girişimcilik Ve Teknoloji Eğitimi Dergisi, 9(3). https://izlik.org/JA38XT99PH

AMA

1.Gülmez E, Çepni S. Su Okuryazarlığının Kalıcı Su Davranışlarına Dönüşüm Sürecini Destekleyen Bütüncül Bir Kavramsal Model Arayışına Yolculuk. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi. 2026;9(3). https://izlik.org/JA38XT99PH

Chicago

Gülmez, Emine, and Salih Çepni. 2026. “Su Okuryazarlığının Kalıcı Su Davranışlarına Dönüşüm Sürecini Destekleyen Bütüncül Bir Kavramsal Model Arayışına Yolculuk”. Fen Matematik Girişimcilik Ve Teknoloji Eğitimi Dergisi 9 (3). https://izlik.org/JA38XT99PH.

EndNote

Gülmez E, Çepni S (September 1, 2026) Su Okuryazarlığının Kalıcı Su Davranışlarına Dönüşüm Sürecini Destekleyen Bütüncül Bir Kavramsal Model Arayışına Yolculuk. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi 9 3

IEEE

[1]E. Gülmez and S. Çepni, “Su Okuryazarlığının Kalıcı Su Davranışlarına Dönüşüm Sürecini Destekleyen Bütüncül Bir Kavramsal Model Arayışına Yolculuk”, Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi, vol. 9, no. 3, Sept. 2026, [Online]. Available: https://izlik.org/JA38XT99PH

ISNAD

Gülmez, Emine - Çepni, Salih. “Su Okuryazarlığının Kalıcı Su Davranışlarına Dönüşüm Sürecini Destekleyen Bütüncül Bir Kavramsal Model Arayışına Yolculuk”. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi 9/3 (September 1, 2026). https://izlik.org/JA38XT99PH.

JAMA

1.Gülmez E, Çepni S. Su Okuryazarlığının Kalıcı Su Davranışlarına Dönüşüm Sürecini Destekleyen Bütüncül Bir Kavramsal Model Arayışına Yolculuk. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi. 2026;9. Available at https://izlik.org/JA38XT99PH.

MLA

Gülmez, Emine, and Salih Çepni. “Su Okuryazarlığının Kalıcı Su Davranışlarına Dönüşüm Sürecini Destekleyen Bütüncül Bir Kavramsal Model Arayışına Yolculuk”. Fen Matematik Girişimcilik Ve Teknoloji Eğitimi Dergisi, vol. 9, no. 3, Sept. 2026, https://izlik.org/JA38XT99PH.

Vancouver

1.Emine Gülmez, Salih Çepni. Su Okuryazarlığının Kalıcı Su Davranışlarına Dönüşüm Sürecini Destekleyen Bütüncül Bir Kavramsal Model Arayışına Yolculuk. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi [Internet]. 2026 Sep. 1;9(3). Available from: https://izlik.org/JA38XT99PH

In accordance with the integration of disciplines, it is to disseminate studies that consider Science, Mathematics, Entrepreneurship and Technology education together and to contribute to the formation of the infrastructure of the skills required by the 21st century.

Understanding that scientific activities cannot be done with the knowledge and skills of a single discipline, has become a paradigm that dominates the education world in recent years. When the rationales behind this paradigm are examined, single-disciplinary studies in science education can not solve big problems in practice and every year new skills are added to the skills that are thought to be developed to students in schools to overcome these big problems. One of the reasons for this understanding to attract the attention of all countries is their anxiety towards future economic development. Societies with good engineers are aware that their technological advances and economic development are also good. In this process, the main concern is that high school graduates who do not have academic knowledge and real life skills are not able to improve themselves in universities; this will pose great risks for countries in the future in technological and economic development.

When we examine our current educational situation in schools; It is understood that almost all of the courses in the program are concentrated in a single discipline, and the courses are taught with an algorithmic teaching approach, and the information presented in schools is not directed towards educating skilled individuals who can solve serious problems of the society. ıt is emphasized the education policies of the modern world to overcome this problem; increasing interest, curiosity and concentration in school knowledge, highlighting students' imaginations and creativity, being active in learning environments, associating school subjects with life and bringing all these activities together with disciplines should be formed into an integrated understanding. If this understanding is realized, 21st century skills will come out of theory and become meaningful in practice. It shows that the societies that develop 21st century skills will develop new products and new technologies and based on this, new professions and new markets will emerge. Therefore, we look forward to your research articles on science, mathematics, entrepreneurship and technology education carried out in the field of educational sciences (pre-school, elementary school, secondary school, high school, education faculty and other education stakeholders) to be evaluated in our online journal "Science, Mathematics, Entrepreneurship and Technology Education" which has recently started publishing. We would like you to know that interdisciplinary studies will be given priority.

FMGT Education Magazine is a refereed journal and is published three times a year. Research articles to be sent to the journal can be written in Turkish or English.

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The introduction should include the approaches and findings in the literature and the rationale for the research.

The purpose of the study should be clearly stated in the purpose section.

In the method section, necessary explanations should be made about the sample, data sources, data collection tools and materials used, analysis and interpretation of the data.

The findings should include statistical analyzes used to test the research's hypotheses, mean and standard deviation values of each variable. Tables or figures should be given on the same page without dividing.

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The publication processes implemented in the Journal of Science, Mathematics, Entrepreneurship and Technology Education constitute the basis for the development and distribution of knowledge in an impartial and respectful manner. The processes implemented in this direction directly reflect on the quality of the work of the authors and the institutions that support the authors. Peer-reviewed studies are studies that embody and support the scientific method. At this point, it is important for all stakeholders of the process (authors, readers and researchers, publisher, referees and editors) to comply with the standards regarding ethical principles. Within the scope of the publication ethics of the Journal of Science, Mathematics, Entrepreneurship and Technology Education, all stakeholders are expected to carry the following ethical responsibilities.

The ethical duties and responsibilities listed below were prepared by taking into account the guidelines and policies published by the Committee on Publication Ethics (COPE) as open access.

Authors' Ethical Responsibilities

Author(s) who submit a study to the Journal of Science, Mathematics, Entrepreneurship and Technology Education are expected to comply with the following ethical responsibilities:

1-Originality: The studies submitted by the author(s) are expected to be original. If the author(s) benefit from or use other studies, they must refer to and/or quote them completely and accurately.

2-Authors: Individuals who did not contribute to the content of the study should not be indicated as authors.

3-Conflict of Interest: Any situations and relationships that may constitute a conflict of interest, if any, for all studies submitted for publication should be disclosed.

4-Raw Data: Raw data regarding their articles may be requested from the author(s) within the framework of the evaluation processes. In such a case, the author(s) should be ready to present the expected data and information to the editorial board and scientific board.

5-Data Usage Rights: Authors must have a document showing that they have the rights to use the data used, the necessary permissions for the research/analysis, or that the consent of the experimental subjects has been obtained.

6-Error Notification: In the event that the author(s) notice a mistake or error regarding their published, early appearance or evaluation stage work, they are obliged to inform the journal editor or publisher, and cooperate with the editor in the correction or withdrawal processes.

7-No Double Application: Authors cannot have their work in the application process of more than one journal at the same time. Each application can be started after the completion of the previous application. A work published in another journal cannot be sent to the Journal of Science, Mathematics, Entrepreneurship and Technology Education.

8-Author Change: It is not possible to propose a change in the author responsibilities of a study whose evaluation process has started (such as adding an author, changing the order of authors, removing authors).

Publication Policy

1-Published Studies: Articles that are stated or determined to have been published elsewhere will not be published. The authors are responsible for the legal consequences that may arise in the context of copyrights of previously published but not specified articles.

2-Copyrights: The copyright of published articles within Turkey belongs to FMGT Education Journal, and the legal and scientific responsibilities belong to the authors.

3-Quoting: Articles published in FMGT Education Journal can only be quoted by citing the source. Persons or organizations that quote and publish any distortions that may occur in the content of the article are legally responsible.

4-Evaluation Process: Articles sent after the article registration to FMGT Education Journal are first evaluated by the editorial board. Articles that do not comply with the journal's objectives are not evaluated.

5-Article Edits: The editorial board may change the words it deems necessary in the article.

6-Referee Evaluation: Articles deemed appropriate by the editorial board are sent to two separate referees. Authors are not informed about the identities of the referees who evaluated their article, nor are referees informed about who the submitted article belongs to.

7- Publishable Article Decision: Articles that can be published are determined by the relevant section editor based on the recommendations of the referees. If the number of articles that the section editors find publishable exceeds the total number of articles to be published in that issue, the Editorial Board decides which articles will be published. If necessary, articles can be sent to more than two referees.

8- Rejection Decision: Articles that are not deemed appropriate by both referees will not be published. If only one of the referees finds it inappropriate, the final decision will be made by the journal editor.

9- Correction Requests: The referee criticisms regarding an article that is deemed publishable, provided that it is corrected, will be notified to the author(s). It is essential that the opinions, suggestions and justifications stated by the referees are taken into consideration by the author(s) and that any necessary corrections are made. The final corrected version of the article will be submitted to the editor within twenty days.