The effect of web 2.0 supported water literacy activities on water footprint and water literacy levels of 5th grade secondary school students

Water is an important element for individuals and the environment for a sustainable future. The aim of this study is to examine the effect of water literacy education activities on the water literacy levels and water footprint of 5th grade secondary school students. For this purpose, educational activities were developed using Web 2.0 tools to improve the water literacy levels of the students participating in the study and to reduce their water footprint. Quasi-experimental design, one of the quantitative research methods, was used in the study. The lessons were taught with the experimental group in accordance with the 5E teaching model within the scope of water literacy education activities, using Web 2.0 tools at each step. With the students in the control group, 3-8. Grade 3-8 Science Curriculum (2018) with the students in the control group. The study group of the research consisted of 60 middle school fifth grade students (27 in the control group and 33 in the experimental group). Convenient sampling method, one of the non-random sampling methods, was used in sample selection. In the study, the 'Water Literacy Scale' developed by Aytaç (2023) and the 'Web-Based Water Footprint Calculation Tool' were used to determine the water footprint levels of the students. SPSS package programme was used for data analysis. In the analysis of the data obtained, descriptive statistics and t-test for dependent groups independent groups were used for the analysis of water literacy test scores. Mann Whitney U test, Wilcoxon Signed Ranks Test and Pearson Correlation Analysis were used in the analysis of water footprint scores. In line with the data obtained from this study, it was concluded that the water literacy training activities developed using Web 2.0 tools were effective in improving the water literacy of the students in the experimental group and reducing their water footprints.