Abstract:

Scientific literacy requires being capable to use scientific information, comprehending the world by defining the problems and drawing evidence-based conclusions and making decisions concerning the social changes caused by human. Raising students as scientifically literate individuals is among the objectives of social studies education. The present study was conducted as an action research for the purpose of serving as a model concerning how prospective social studies teachers will design the Science Technology Social Change (STSC) course to enhance scientific literacy levels. The study was carried out with the participation of the students attending to the STSC course in Primary Education Social Studies Teaching department. The participants consist of a total of 62 students, 33 female and 29 male. Students' critical reflection essays and the records of the interviews held with 9 prospective teachers were employed as the data collection tools. Content analysis was used to analyze the collected data. Throughout the study, prospective teachers engaged in reflective activities (article analysis, film analysis and project preparation). These activities contributed to the vocational development of the prospective teachers. It was concluded that the STSC course designed to enhance prospective teachers' scientific literacy levels is an applicable model in teacher training programs.

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