Assessing Greek Pre-Service Primary Teachers' Scientific Literacy

Autor/inn/en	Stylos, Georgios; Siarka, Olga; Kotsis, Konstantinos T.
Titel	Assessing Greek Pre-Service Primary Teachers' Scientific Literacy
Quelle	In: European Journal of Science and Mathematics Education, 11 (2023) 2, S.271-282 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Stylos, Georgios) ORCID (Siarka, Olga) ORCID (Kotsis, Konstantinos T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Scientific Literacy; Preservice Teachers; Elementary School Teachers; Foreign Countries; Knowledge Level; Beliefs; Gender Differences; High School Students; Course Selection (Students); Undergraduate Students; Test Validity; Test Reliability; Greece + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Wissensbasis; Belief; Glaube; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Course selection; Kurswahl; Testvalidität; Testreliabilität; Griechenland
Abstract	In a modern yet demanding society, scientific literacy (SL) is an essential skill that enables the individual to explain, understand and discuss issues related to science, health, and the environment. The purpose of this research study is to validate the Scientific Literacy Assessment (SLA) tool in the Greek language and investigate the level of SL of 362 Greek pre-service primary school teachers. Reliability and validity were examined using exploratory factor analysis, confirmatory factor analysis and the Cronbach's alpha coefficient, and a statistical analysis was performed to verify the factor structure of the two components of SLA. The results revealed that the level of demonstrated knowledge (SLA-D1) was moderate while motivational beliefs about learning science were satisfactory (SLA-MB). In terms of demographic factors such as gender, high school course specialization and undergraduate year, the results demonstrated an effect on SLA scores. Recommendations for further research in primary teacher preparation programs are presented. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01