Reflection of Water Literacy in the Environmental Education and Climate Change Course Teaching Program
DOI:
https://doi.org/10.61326/bes.v2i2.117Keywords:
Environmental education and climate change course curriculum, Document review, Water literacyAbstract
In this research, in the Environmental Education and Climate Change Course (6th, 7th or 8th grades) Curriculum; What specific goals, skills, achievements, topics/concepts related to water literacy are included and their place in the program are investigated. Document review, one of the qualitative research methods, was used in the research. The research was based on the Environmental Education and Climate Change Curriculum revised in 2022. The document examined in the context of the research was analyzed with descriptive analysis. As a result of the research, water literacy is indirectly included in the special purpose dimension of the Environmental Education and Climate Change Course Curriculum; directly in the skill dimension; It has been determined that it is included directly and indirectly in the dimension of achievement and subject/concepts. It is seen that the achievements and topics/concepts that may be important for the reflection of water literacy in the curriculum are included in the "Environmental Problems" and "Sustainable Development and Environmentally Friendly Technologies" units. Within the scope of the results obtained, it can be said that the 2022 Environmental Education and Climate Change Course Curriculum includes content aimed at raising awareness and awareness about water literacy. The inclusion of water literacy in different teaching programs can be determined.
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