Determination of water literacy level of science teachers candi̇dates and high school students

Increasing environmental problems in recent years have led researchers to raise more conscious and conscious individuals about the sustainability of natural resources. Water is one of the most important natural resources because water is the fundamental reason for existence and is the only molecule that makes the Earth unique from the molecular level to the global level. Water is also an interdisciplinary concept in biology, chemistry, physics, geography, mathematics, art, social sciences and other disciplines. To have a more comprehensive understanding of water and water-related issues, from the micro-molecular level to the macro-molecular level, any person must have knowledge of various aspects. With this multidisciplinary perspective, individuals are expected to be water literate. A water literate person can apply this knowledge to their values and actions, whether acquired consciously or unconsciously. In recent years, there has been a trend towards emphasizing awareness of the importance of water in education systems around the world, with the aim of creating a water-literate society in order to find solutions to water demand arising from population growth and other water problems. The purpose of this study is to determine the differences in water literacy between high school students and science teaching department students.