Assessing preservice elementary teachers? conceptual understanding of scientific literacy

Achieving the goal of a scientifically literate society greatly depends on teachers. This study assesses preservice elementary teachers? conceptual understanding of scientific literacy. Study participants include 20 preservice elementary teachers registered in an advanced science methods course at a midsize university in the United States. A qualitative interview design with a semistructured interview format was used. The results of this study showed that preservice elementary teachers? scientific literacy and knowledge of the nature of science required improvement to comply with science education re-forms; however, they showed adequate understanding of the relationship among science, technology, and society. ? 2021 Elsevier Ltd. All rights reserved.

Automated summary

This study assesses the conceptual understanding of scientific literacy among preservice elementary teachers, revealing the need for improvement in their knowledge of the nature of science while also showing adequate understanding of the relationship among science, technology, and society. Teachers play a crucial role in achieving the goal of a scientifically literate society.