Scientific literacy : teacher conceptual framework in relation to student achievement and attitudes

Abstract

This study engaged teachers in professional development regarding science pedagogy to see if design and implementation of scientific literacy units increased student performance and classroom instruction. These professional development activities focused on scientific and engineering practices as defined by the National Research Council, scientific literacy skills and practices, and unit development. Teachers in this study taught explicit skills and practices during the fall semester and planned a scientific literacy unit that they implemented in their classrooms in the spring semester. The project measured conceptual change and attitudes in teachers in comparison to student achievement and attitudes about science. The study found that teacher conceptual change and attitudes affected student attitudes and achievement.