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This study explores prospective science teachers’ understanding of the concept of scientific literacy. The research design is case study survey research. The participants included 37 first year and 32 second year prospective science teachers from a university in Izmir. The data were collected through an open-ended survey question. Scientific literacy is divided into four categories (i.e., contexts, knowledge, attitudes, and competencies). Both first year and second year prospective science teachers had a poor understanding of the categories of contexts, knowledge and competencies. They also had a poor understanding of the sub-category of environmental awareness under the category of attitudes. This study found gender differences in prospective science teachers’ understanding of scientific literacy. Redesigning the content of the undergraduate course titled “Science-Technology Curriculum and Planning” in a way that improves prospective science teachers’ understanding of scientific literacy may have a positive impact on the implementation of the primary science curriculum.
this study explore explored science teachers’ challenges of the concept of scientific literacy the research design is case study survey researcher is included 37 first year and 32 second year ago science teachers from a university in yormir the data were collected thrugh an openended survey question scientific literacy is divided into fur categories ie contexts knowledge of science and competencies both first year and second year science teachers had a poor abscess of the categories of contexts knowledge and competencies they also had a poor backup of the subcategory environmental awareness of science fiction in science and understanding of the science of the science of science of science and science of science of science of science of science and social relations
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