SCIENTIFIC LITERACY OF SCIENCE EDUCATION STUDENTS: AN ANALYSIS OF THE APPROPRIATENESS OF THE COMPETENCY MODEL AND TEST METHOD

Abstract

This study employed a qualitative research method to investigate the scientific literacy and the appropriateness of the test method used among science education students. The focus group discussion was implemented with seven subject matter experts in the fields of science education and science education teaching. Content analysis and thematic coding were employed to analyze the data. The findings revealed that scientific literacy for science education students was comprised of three competencies: Explain phenomena scientifically, Construct and evaluate designs for scientific enquiry and interpret scientific data and evidence critically and Research, evaluate and use scientific information for decision making and action. Additionally, scientific literacy among science education students should be assessed by employing a test method that involves assigned situations, asking students to provide either a few words or a short paragraph in response. This test method must be aligned with three competencies in scientific literacy. Specifically, although these three competencies were originally developed for students aged 15 years old, they can be effectively used to assess scientific literacy among science education students. Scientific literacy is not limited by age; however, it has a continuous nature that can be analyzed deeply depending on the educational level. Additionally, the short essay examination format is appropriate for assessing scientific literacy among science education students. This test format, with a clear rubric, enables students to demonstrate their critical thinking skills, highlight their communication abilities, and apply their knowledge.