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

Öz

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.

Anahtar Kelimeler

• Water Literacy
• Design Thinking
• Family Participation
• Systematic Review
• Conceptual model

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

Öz

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.

Anahtar Kelimeler

• Su Okuryazarlığı
• Tasarım Odaklı Düşünme
• Aile Katılımı
• Sistematik Derleme
• Kavramsal Model

Kaynakça

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