Social studies teachers' perspectives on water literacy

Ümmühan Öner; Yakup Toprak

doi:10.46778/goputeb.1733137

EN

Social studies teachers' perspectives on water literacy

Abstract

Water is considered the fundamental source of life and is among the most important issues requiring collective effort from all segments of society for its protection. Water resources are under significant threat due to factors such as the continuously growing human population, air pollution, and unconscious consumption of resources. This situation highlights the importance of the concept of water literacy regarding water, which is recognized as the most indispensable source of life in a changing and developing world. Teachers bear the most important responsibility in fostering this concept. The purpose of this study is to determine social studies teachers' views on water literacy. The research was conducted using a "phenomenological" design. The study group consists of 20 social studies teachers working in Diyarbakır during the spring semester of the 2022-2023 academic year. The study group was formed using "convenience sampling," one of the purposive sampling methods. A semi-structured interview form developed by the researchers was used as the data collection tool. The data were analyzed using content analysis. The study concluded that there is a relationship between social studies and water literacy, that the lecture method is predominantly used for water-related topics in social studies classes, and that water literacy can be effectively taught through collaboration with science courses. Additionally, it is recommended to use student-centered methods and techniques in developing water literacy, to include relevant learning outcomes in the social studies curriculum, to establish collaboration between social studies and other courses, and to develop a comprehensive water literacy program that progresses in a spiral manner from elementary school through university.

Keywords

Water literacy, Social Studies, Social Studies Teachers

Ethical Statement

This study was approved by the Ethics Committee of Fırat University Social and Human Sciences Research Ethics Committee. The ethics approval was granted on 06.05.2023 under the protocol number 15836. All procedures involving human participants were conducted in accordance with institutional and national ethical standards, the Helsinki Declaration, and applicable regulations. Informed consent was obtained from all participants.

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Details

Primary Language

English

Subjects

Social Studies Education

Journal Section

Research Article

Authors

Ümmühan Öner ^*
0000-0003-2394-0049
Türkiye

Yakup Toprak
0000-0002-5048-1792
Türkiye

Publication Date

March 29, 2026

Submission Date

July 2, 2025

Acceptance Date

October 9, 2025

Published in Issue

Year 2026 Volume: 14 Number: 1

DOI

https://doi.org/10.46778/goputeb.1733137

IZ

https://izlik.org/JA34FS46DP

APA

Öner, Ü., & Toprak, Y. (2026). Social studies teachers’ perspectives on water literacy. International Journal of Turkish Education Sciences, 14(1), 41-61. https://doi.org/10.46778/goputeb.1733137

AMA

1.Öner Ü, Toprak Y. Social studies teachers’ perspectives on water literacy. IJTES. 2026;14(1):41-61. doi:10.46778/goputeb.1733137

Chicago

Öner, Ümmühan, and Yakup Toprak. 2026. “Social Studies Teachers’ Perspectives on Water Literacy”. International Journal of Turkish Education Sciences 14 (1): 41-61. https://doi.org/10.46778/goputeb.1733137.

EndNote

Öner Ü, Toprak Y (March 1, 2026) Social studies teachers’ perspectives on water literacy. International Journal of Turkish Education Sciences 14 1 41–61.

IEEE

[1]Ü. Öner and Y. Toprak, “Social studies teachers’ perspectives on water literacy”, IJTES, vol. 14, no. 1, pp. 41–61, Mar. 2026, doi: 10.46778/goputeb.1733137.

ISNAD

Öner, Ümmühan - Toprak, Yakup. “Social Studies Teachers’ Perspectives on Water Literacy”. International Journal of Turkish Education Sciences 14/1 (March 1, 2026): 41-61. https://doi.org/10.46778/goputeb.1733137.

JAMA

1.Öner Ü, Toprak Y. Social studies teachers’ perspectives on water literacy. IJTES. 2026;14:41–61.

MLA

Öner, Ümmühan, and Yakup Toprak. “Social Studies Teachers’ Perspectives on Water Literacy”. International Journal of Turkish Education Sciences, vol. 14, no. 1, Mar. 2026, pp. 41-61, doi:10.46778/goputeb.1733137.

Vancouver

1.Ümmühan Öner, Yakup Toprak. Social studies teachers’ perspectives on water literacy. IJTES. 2026 Mar. 1;14(1):41-6. doi:10.46778/goputeb.1733137

Abstract

Social studies teachers' perspectives on water literacy

Abstract

Keywords

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite