Scientific literacy of primary school teacher education students using RADEC based course materials on basic science concepts

Abstract

This study examined changes in scientific literacy among prospective primary school teachers following instruction using Read, Answer, Discuss, Explain, and Create (RADEC)-based course materials across three basic science topics. A one-group pretest–posttest design involved purposively selected third-semester teacher education students. Scientific literacy was assessed using ten essay questions addressing scientific inquiry, explanation of phenomena, and evidence use. Mean scores increased from 23.85 (SD = 7.20) to 67.92 (SD = 19.43). Normalized gains were moderate for matter and its changes (0.51), temperature and heat (0.64), and the circulatory system (0.56). Improvements were observed across scientific literacy competencies, although posttest scores showed substantial variability. RADEC-based materials were associated with improved scientific literacy across the three topics. However, the absence of a control group and variability in student performance limit causal interpretation and warrant further rigorous controlled investigations.