Anadolu Dil ve Eğitim Dergisi

Öz

The concept of financial literacy has an important place among the 21st century skills. This skill, which is shaped especially by the knowledge acquired in educational environments, is an extremely important skill that must be gained today. The fact that the financial literacy skills of vocational high school students are one of the leading skills that they will use throughout their professional experience by developing them during school and internship experiences reveals the value of this research. The research is intended to improve the financial literacy skills of vocational high school students with Web 2.0 tools. The research was conducted in accordance with the situation study method from qualitative research models. 20 students from 12th grade students who are in the internship period in vocational high school constitute the sample of the research. 12th grade Turkish language and literature course story unit subscription contracts, information and request forms, lease contracts, written on various topics for two weeks within the reading activities in the field of verbal communication learning, vehicle purchase contracts, social media membership contracts, credit card contracts, individual loan contracts, electricity, natural gas, internet and water subscription contracts are read to students and provided with comprehensive information about financial texts and their content. Students wrote their own financial texts with the application of Wattpad, the Web 2.0 tool, based on the information they received after two weeks of training. Students created their own financial texts by identifying the most important items that should be found in a financial text, based on the information they learned in the financial texts they wrote. Thus, they found the opportunity to write by understanding, knowing and applying the features that should be found in a financial text. Students' texts were then evaluated with ‘financial text evaluation form’. In addition, after the application, ‘interview form’ consisting of two open-ended questions was applied to students. As a result of the research, it was seen that students developed their financial literacy skills through the texts they created with Web 2.0 tools. It was seen that students have the content, legal rights, form filling, terms and conditions that should be present in these texts when creating financial text, and the ability to create text by completing the necessary steps.