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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.
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.