A Study of Learning Management Model that Promotes Scientific Literacy for Pre-Service Teacher

Abstract

This collaborative research aimed to synthesize a teaching model promoting scientific literacy and then monitor how pre-service teachers implement and experience it in real classrooms. Three science pre-service teachers who enrolled in the internship course participated in this study as case studies. Research data was collected by interviews and classroom observations and analyzed through content analysis. Method triangulation was used to ensure the credibility of qualitative data. The research findings indicated that the pre-service teachers had professional experience in the teaching model implementation in five aspects: 1) the limitations of the teaching model; 2) student scientific literacy; 3) self-awareness about teaching; 4) learning management; and 5) learning environment. Furthermore, the finding revealed that they, as science teachers, had to have enough scientific content knowledge to be able to critique and identify which content knowledge was relevant to a particular social situation. Then they used that situation to launch classroom discussion activities in the teaching model. If a science teacher were unable to identify a wide range of scientific knowledge, it would hinder their students' ability to link science in society.