The Development and Validation of an Instrument of Prospective Science Teachers’ Perceptions of Scientific Literacy

Abstract

Science teachers are the primary agents in developing students' scientific literacy. Therefore, it is essential to identify teachers' perceptions of scientific literacy in order to increase students' scientific literacy. This study was designed to develop and validate an instrument of Indonesian science teachers' perceptions of scientific literacy. The questionnaire was developed based on previous research findings and focus group discussions involving six experts. The factors and internal consistency were examined by involving 808 students from various universities in Indonesia. Validity and reliability were tested using exploratory factor analysis and confirmatory factor analysis. This study results showed 41 questionnaire items with acceptable internal validity and consistency. The questionnaires are recommended as a measure of the development of perceptions of prospective science teachers.

The development and validation of environmental literacy instrument based on spirituality for prospective science teachers

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“…Referring to the theory, if the rotated factor load was <0.50 or cross-loading was indicated, it was necessary to reduce the items. If the existing public domain consisted of only one item, then that item must be deleted (Suwono et al, 2022). The researchers adopted this provision and used it as an effort to ensure that there were at least two items in each public domain.…”

Assessing Greek pre-service primary teachers’ scientific literacy

“…Science and technology are developing rapidly affecting people's daily lives and education at all levels (Abdioglu et al, 2021;Kahar et al, 2022;Nuangchalerm et al, 2022;Sudrajat et al, 2022). One of the major objectives of science education is the promotion of scientific literacy (SL) (Benjamin et al, 2017;Dani, 2009;Kartal et al, 2018;Sultan et al, 2018;Suwono et al, 2022;Yao & Guo, 2018;Vieira & Tenreiro-Vieira, 2016), which is "essential to the full participation of citizens" (Bybee, 2008, p. 566). SL is defined as the ability of an individual to engage in scientific processes, understand scientific issues and ideas of everyday life, use scientific facts and information, collect and analyze data, explain scientific phenomena, draw conclusions based on evidence, albeit taking into account scientific objectives and limitations, to make decisions about the natural world (Ah-Namand & Osman, 2018;Akcay, 2018;Bay et al, 2017;Bybee & McCrae, 2011;Fives et al, 2014;Kahana & Tal, 2014;Lederman, 2007;OECD, 2016;Ramli et al, 2022;Sultan et al, 2021;Qadar et al, 2022;Vieira & Tenreiro-Vieira, 2016).…”

Analisis Faktor Pengembangan Instrumen Pengukuran Keterampilan Abad 21 Siswa Sekolah Menengah Atas

“…Domain yang keempat yaitu kemampuan berpikir inventif yang merupakan keterampilan kognitif yang sangat penting dalam membuat tugas-tugas tertentu lebih mudah dan sederhana khusunya dengan bantuan teknologi. Dalam studi ini, keterampilan berpikir inventif mengacu pada keterampilan yang dibutuhkan siswa yaitu fleksibilitas, pengaturan diri, dan rasa ingin tahu (Ajayi, 2018;Bwalya & Rutegwa, 2023;Suwono et al, 2022). Keterampilan-keterampilan tersebut merupakan unsur nilai yang dimasukkan dalam kerangka pengembangan instrumen ini karena sejalan dengan aspirasi pendidikan nasional untuk menghasilkan individu yang tidak hanya berpengetahuan dan juga terampil tetapi mereka juga memiliki sopan santun dan nilainilai yang baik dalam mengatur dirinya.…”