TEACHING SCIENTIFIC LITERACY THROUGH A SCIENCE TECHNOLOGY AND SOCIETY COURSE: PROSPECTIVE ELEMENTARY SCIENCE TEACHERS’ CASE
ABSTRACT
The study examines Turkish pre-service elementary science teachers’ scientific literacy levels. The research took place in Marmara University, in 2001-2002 academic year. The research participants were twenty randomly chosen students among all senior classes of the university mentioned above. The research data were gathered with the documents, i.e. class assignments and activities, collected in science-technology and society course performance portfolios. Interviews with students and field notes from the class were used for data triangulation. Participants’ definitions of scientific literacy were determined with document analysis and open coding of data. Then, assertions to explain findings were formed. The assertions displayed that participants define scientific literacy in relation with thinking and inquiry. However; they are having problems to define the term scientific. Documents displayed that although participants had some traditional understandings about science, they hold more contemporary views about scientific literacy.