Science literacy competence of elementary school teachers: Bridging theory and practice

Abstract

The quality of education is a key driver in the development of human resources, and teacher competence, particularly in scientific literacy, plays a central role in maintaining educational standards. This study aims to assess the quality of basic education by examining elementary school teachers’ scientific literacy competence in relation to their teaching experience and age. Employing a descriptive quantitative approach with an experimental design, the study involved 87 elementary school teachers. Data were collected using pre-test and post-test instruments to measure changes in scientific literacy competence. The intervention included socialization and practical sessions designed to enhance teachers’ understanding and application of scientific literacy. Descriptive statistical analysis revealed notable improvements in post-test performance, indicating that targeted interventions can effectively strengthen scientific literacy competence. These findings suggest that enhancing teachers’ scientific literacy contributes significantly to improving the quality of basic education, reinforcing the importance of continuous professional development for educators.

Keywords: Basic education; educational quality; scientific literacy; teacher competence; teacher development.