Fen Bilimleri Öğretmen Adaylarının Pısa Fen Okuryazarlığı Yeterliklerinin Araştırılması

Abstract

In this research, it is aimed to investigate the pre-service science teachers’ scientific literacy competencies determined by the PISA (Programme for International Student Assessment) and the variations of these competencies according to the participants’ grade levels. The study group was consisted of a total of 244 participants from the pre-service science teachers who were studying in Hacettepe University, Science Teacher Education Programme. Mixed method was used in the study. As data collection tools, two science questions from PISA 2006 which administered as paper-and-pencil tests (6 sub-questions in total) and five science questions from PISA 2015 which administered as computer based tests (18 sub-questions in total) were used. In addition, data on the participants' views about scientific inquiry skills and attitudes toward science were collected; and interviews were conducted.

As results of the study, we found no statistically significant difference between the achievement scores of the pre-service science teachers in terms of PISA science literacy competencies and their grade levels. It was however observed that there was statistically significant difference in favor of the paper-and-pencil test setting in terms of the PISA questions that were being answered. Moreover, the participants’ grade levels and mean achievement scores on PISA scientific literacy competencies (explain phenomena scientifically, evaluate and design scientific enquiry, interpret evidence and data scientifically) were compared. There was no statistically significant difference between the grade level and the mean achievement scores of these competencies. Although the participants obtained higher achievement scores on some items, in terms of the percentages of the questions that were being answered fully however; the pre-service science teachers’ achievement was not differentiated largely, in comparison with the 15 year-old students’ achievement of Turkey and OECD countries. Additionally, the scientific inquiry skills of the participants were compared with their grade levels. The results of the research indicate that the participants did not show a significant improvement in terms of PISA science literacy competencies. Interviews also revealed that in order to be successful in PISA science questions the participants saw themselves inadequate in terms of knowledge and interpretation.