Functional scientific literacy among prospective teachers: A comparative study
Kamlesh Kumar, Dr. Payel Banerjee
Functional scientific literacy is currently considered the core aim for development of the citizens of the current century. Ability of making functional to the scientific literacy is determined as an important factor for fostering the performance of teachers in teaching and of students in learning. Many science studies have reported that gender influenced the teachers’ functional scientific literacy (FSL) and understanding of science. However there are not much investigation in the field of the interaction between gender and functional scientific literacy. With the intention of attain more understanding on issue, this study aims to examine the functional scientific literacy among prospective science teachers and the influence of their gender (comparison of gender). A total 500 prospective science teachers were chosen as a sample across Chhattisgarh, a state of India. A self-made functional scientific literacy test (FSLT) was administered to investigate the prospective teachers’ functional scientific literacy with three main domains of FSL namely (i) nature of science (NOS), (ii) science process skills (SPS), and (iii) Use of science understanding in daily life. The result indicates that the gender influence prospective science teachers’ functional scientific literacy on each domain. In addition, Male prospective teachers’ mean scores indicate that they are having high FSL than the female counterpart. The finding of the study indicate that there is critical area for improvement of female prospective teachers’ FSL. This implies that pedagogy during training must be more emphasized on the way of teaching that how to make functional to the science knowledge which has been learned in the classroom, how to design the curriculum for implication in their daily life to solve the personal and social problems.