SCIENTIFIC LITERACY

The purpose of this study was to explore whether instructional activities carried out in science courses support the development of some scientific literacy components at basic education level. Subjects of the present study were 90 students in ages 12-14 from 6th, 7th and 8th grades of a private foundation elementary school. Observation data analysis indicated that students experienced content based and teacher centered activities rather than science activities in their science courses. 6th grade students only increased their formal reasoning scores. 7th grade students increased only conception of science process skills scores. But, 8th grade students nature of science, conception of science process skills, scientific attitudes scores decreased at the end of the semester. Based on these results it could be stated that the development of scientific literacy components should be given more priority in this basic education school. The instructional activities should be more student centered in science courses.