Özet:

Lifelong learning has not only been the individual’s but also society’s biggest need in the 21st century, in which rapid changes have been experienced in science, technology, and socio-economic structures. The society that consists of individuals who ‚learn to learn‛ is the society that can keep up with that era. In addition to national assessment studies they have performed in education, countries—in order to monitor at what level they have trained individuals who learn to learn—need educational indicators which present their situations among international levels. The PISA Project is one of the international studies which evaluates at what degree groups of 15-year-oldstudents have obtained knowledge and skills at the end of compulsory education so that they can be a complete member of society. The PISA assessment frame is comprised of the term ‚literacy,‛ which appertains to the capacity to have inferences from their learning in order to apply their knowledge to daily life, have logical inferences, interpret the problems in various situations and solve them (MONE, 2007). The purpose of this study is to examine science literacy and affective factors in Turkey in line with the data collected from the International Student Success Assessment Program. Among 206 student surveys, PISA has determined these variables: the general value of science, personal value of science, self-efficacy of science, self-concept of science and support for scientific enquiry. The impact of these determined variables on science literacy has been searched according to gender and school type

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