Designing implementation evaluation of water literacy curriculum

With the increasing water issues worldwide, the concept of "Water Literacy" has gained significant attention. Indeed, the rise in problems such as drought, unconscious water consumption, and water pollution, alongside their widespread impact, has increased the number of scientific studies proposing solutions for these problems. In this context, one of the frequently suggested solutions to prevent serious water shortages that are predicted to occur in the near future is to raise water literate individuals from an early age. Therefore, there is a great need for education aimed at raising water-literate individuals, especially starting from preschool and primary school levels. Addressing this need, this study aims to design, implement, and evaluate a water literacy curriculum for fourth-grade primary school students. An intervention (experimental) design, one of the mixed methods designs, was used in the study. During the 2023-2024 academic year, the pilot implementation group consisted of 24 fourth-grade students from one primary school, while 19 students from another primary school formed the main implementation group. Quantitative data were gathered using the "Attitude Towards Water Scale" and "Water Literacy Achievement Test" developed by the researcher. Qualitative data were obtained from dilemma forms prepared by the researcher, semi-structured interview forms, student reflection letters and researcher journals. In the analysis of quantitative data, exploratory factor analysis, confirmatory factor analysis, item difficulty analysis, item discrimination, KR 20 item reliability analysis, Cronbach's Alpha reliability analysis, split half reliability analysis, paired samples t test were used. Content analysis was used to analyze qualitative data. Based on literature review, stakeholder (teachers, students, experts) opinions, and data obtained from the examined curriculum, it has been concluded that there is a need to develop a water literacy curriculum for fourth-grade students. It was determined that students' water literacy needs are related to the importance of water, conscious water consumption, water conservation practices, drought, the adverse effects of water scarcity, and the adverse effects of water pollution. A water literacy curriculum design has been developed that adopts principles of progressivism in line with identified needs. Utilizing a child-centered curriculum design approach and the Taba curriculum development model, the curriculum facilitates the creation of a democratic classroom environment. It incorporates 37 learning outcomes covering topics such as water resources, the importance of water, water in production, water conservation, water pollution, tackling water issues, and water literacy. The curriculum employs teaching strategies, methods, and techniques that place the student at the center, enabling active engagement. Both process and product are evaluated using measurement and evaluation techniques. It was determined that the subject of the study, teaching materials, teaching methods and techniques used, and the physical facilities of the school affected the implementation process of the curriculum. Following the pilot implementation of the curriculum, it was concluded that there were shortcomings and deficiencies in achieving one of the learning outcomes, as well as in the allotted times for lesson plans, the use of resources, and student activities. These issues and deficiencies were addressed, and the curriculum was finalized accordingly. As a result, a water literacy curriculum was developed encompassing 36 learning outcomes covering topics of water resources, the importance of water, water in production, water conservation, water pollution, tackling water issues, and water literacy. Throughout the primary implementation and at its conclusion, the curriculum was evaluated using the Kirkpatrick evaluation model. It was found that the implemented curriculum significantly improved students' knowledge, attitudes, and behaviors related to water literacy, and according to student and parent feedback, it was beneficial in fostering individuals with water literacy skills. Keywords: Water literacy, curriculum, curriculum development, Attitudes Towards Water Scale, Water Literacy Achievement Test