Scientific Literacy Of Science Pre-Service Teachers According To The Sts Approach

Abstract

This research aims to: (1) study scientific literacy of pre-service science teachers according to the STS Approach and (2) compare scientific literacy of pre-service science teachers according to the STS Approach, categorized as by scientific competencies in three dimensions: 1) explaining phenomena scientifically (EPS), 2) evaluate and design scientific enquiry (EDS), and 3) interpret data and evidence scientifically (IES). The case study group consisted of 31 undergraduate students. The data was collected by evaluation forms for scientific literacy of pre-service science teachers. The data was analyses to find mean, standard deviation, and test independent. The research indicates that scientific literacy of pre-service science teachers according to the STS Approach, the overall scientific literacy score a high level (85.79%) by attribute, interpret data and evidence scientifically at the highest level (90.85%). The high level scientific literacy attributes were: explain phenomena scientifically, 83.13%, evaluate and design scientific inquiry, 83.39%. The data analysis of mean, standard deviation, and t-test independent indicates that pre-service science teachers have promoted scientific literacy between the pre and post learning with a statistical significance of 0.5.