Developing scientific literacy for prospective social studies teachers: an action research

Abstract

The purpose of this study is to design Science Technology Social Change (STSC) course and to test applicability of the designed course for developing scientific literacy for prospective social studies teachers. The study was designed as an action research. The study was conducted with junior prospective social sciences teachers The role of the researcher in the study (participatory action research) was implementer. In STSC course, paper analysis, movie analysis and SST Project Study activities were done. During all the time of the study action plans were conducted to reach purpose of the study and the results of them were shared with counseling committee. The weekly action research cycle was implemented after the critics and suggestions of the committee members. The teaching applications were made for all class members. Data of the study were collected by “participant studies”, analyses of the data were conducted in qualitative data analysis by rubrics and, frequency and percent values were determined. The results of the study showed that STSC course designed for increasing scientific literacy contributed to development of the prospective social sciences teachers in terms of science content, nature of science and science-society-technology relationship. Relating objectives of social sciences courses with subjects regarding science and technology in STSC course designed for increasing scientific literacy in this study should be provided. The experience by this study was effective for prospective social science teachers. The prospective teachers in this study gained skills in knowing how to teach science, society and technology, in explaining their ideas on important problems in developing their educational activities.