Determining the levels of pre-service science teachers’ scientific literacy and investigating effectuality of the education faculties about developing scientific literacy

Altun-Yalçln, Sema; Açışlı, Sibel; Turgut, Ümit

doi:10.1016/j.sbspro.2011.03.185

Cited by 19 publications

(19 citation statements)

References 4 publications

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“…The results, which compared the scientific literacy levels of pre-service teachers in the first and fourth years of the teacher preparation programs (e.g., Cavas et al, 2013;Karamustafaoğlu et al, 2013), demonstrated that pre-service teachers in both grade levels have borderline to low scientific literacy levels (e.g., 68 out of 110 items and 48.35 out of 100 items, respectively) and require improvement. Other studies examining pre-service teachers throughout their four-year teacher preparation program (e.g., Altun-Yalcin et al, 2011;Ozdemir, 2010) demonstrated that pre-service teachers in their final year have the highest scientific literacy levels.…”

Section: Pre-service Teachers' Scientific Literacymentioning

confidence: 99%

“…Some researchers view scientific literacy as a person's ability to think critically and rationally about science in relation to potential personal, social, political, and economic challenges and problems encountered in everyday life (Bacanak & Gokdere, 2009;Karamustafaoğlu, Cakir & Kaya, 2013). Other researchers argue that a scientifically literate person should understand clearly both the impact of science and technology on society and the nature of the science itself (Altun-Yalcin, Acisli & Turgut, 2011;Chin, 2005;Cavas, P., Ozdem, Cavas, B., Cakiroglu & Ertepinar., 2013;Ozdemir, 2010). Despite some disagreement over the precise definition of scientific literacy, there is a consensus that an aim of science education is to ensure that learners are scientifically literate.…”

Section: Pre-service Teachers' Scientific Literacymentioning

confidence: 99%

“…The majority of research (Altun-Yalcin et al, 2011;Bacanak & Gokdere, 2009;Cavas et al, 2013;Chin, 2005;Karamustafaoğlu et al, 2013;Ozdemir, 2010) about pre-service elementary teachers applies quantitative research approaches to examine scientific literacy levels. For example, Karamustafaoğlu et al (2013) sought to determine the level of scientific literacy and information technology literacy among pre-service science teachers.…”

Section: Pre-service Teachers' Scientific Literacymentioning

confidence: 99%

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Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Sultan¹,

Henson²,

Fadde³

2018

IJE

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Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies show that pre-service elementary teachers need to build more confidence in teaching science and scientific literacy during their teacher education programs in order for them to successfully teach science knowledge to their students. Therefore, the purpose of this study is threefold. First, preservice elementary teachers' scientific literacy levels were examined. Second, pre-service teachers' self-efficacy beliefs were measured by distinguishing between their personal and subject-specific self-efficacy beliefs. Third, the extent to which pre-service elementary teachers' scientific literacy levels and self-efficacy levels are related was investigated. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory and advanced) at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the Science Teaching Efficacy Belief Instrument-Preservice, and Beliefs about Teaching. Results showed that participants had a satisfactory level of scientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showed that both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science methods course exhibited a moderate preexisting positive relationship between scientific literacy and subject-specific self-efficacy in teaching science.

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Section: Pre-service Teachers' Scientific Literacymentioning

confidence: 99%

Section: Pre-service Teachers' Scientific Literacymentioning

confidence: 99%

Section: Pre-service Teachers' Scientific Literacymentioning

confidence: 99%

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Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Sultan¹,

Henson²,

Fadde³

2018

IJE

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Section: Literature Reviewmentioning

confidence: 99%

Untitled

2018

IJE

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His area of specialisation is Educational Evaluation and his research interests cover psychometrics, teaching-learning improvement and programme evaluation. His most recent research has focused on the effects of teaching and assessment for mastery, embedded assessment and personalised instruction on students' achievement in secondary schools. He has also worked on test development processes and improvement of assessment practices in

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“…Such skills are called research abilities. The above explanation shows that information that is based on students' research will make the students understand the scientific facts and concepts and have an understanding of how to work scientifically [24]. Based on his research, Wannapiroon explained that research-based learning can improve the competence of graduates' research and critical thinking abilities consisting of principles, objectives, learning process, and evaluation [25].…”

Section: Student Centered Learning: Research-based Instructionmentioning

confidence: 99%

Building Undergraduates' Biological Capabilities through Reconstruction of Life-based Learning Curriculum

Suwono¹,

Lestari²,

Lukiati³

et al. 2018

Proceedings of the International Conference on Learning Innovation (ICLI 2017)

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Abstract-21st century biological science is recommended to meet the people's needs in four key areas, namely sustainable food production, environmental protection, renewable energy, and human health improvisation. Indonesia is a country that is rich in biodiversity, as well as high levels of environmental susceptibilities especially species extinction and habitat destruction that lead to biodiversity declines. Biology is a branch of natural science that plays an important role in environmentally sustainable development. Biology is the basis of applied science such as medicine, pharmacy, agriculture including fisheries, animal husbandry, and forestry, which plays a role in poverty alleviation, prevents planetary destruction, and maintains the welfare of the world community. The life-based curriculum was developed to provide a framework for the development of a capable and excellent biology undergraduate. The undergraduate's capabilities include mastering competence as a biology researcher, spirituality, character, attitude, 21st century literacy, research capability, and self and organizational management. A graduate of biology undergraduate program is a biology scholar who has the spirit of Pancasila, entrepreneurship, cares about environmental preservation, and has the capability of a reliable biology researcher. As a biology researcher, a biology graduate can apply biological science to creating products (goods and/or services), literacy to technology and innovation, and create potentially useful biological discoveries. Research-based instruction in life-based learning provides students with an opportunity to engage in research and develop related skills such as critical thinking and problem-solving skills. Teaching and assessment methods are created to develop graduate capabilities in a sustainable manner.

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Determining the levels of pre-service science teachers’ scientific literacy and investigating effectuality of the education faculties about developing scientific literacy

Cited by 19 publications

References 4 publications

Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Untitled

Building Undergraduates' Biological Capabilities through Reconstruction of Life-based Learning Curriculum

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