Volume 8 | Issue 1 | 2020

Abstract

The aim of the research is to investigate the approach of issues regarding the scientific literacy of teachers from different educational disciplines, different types of schools, and various levels of education, as well as the possible differentiation brought about by teachers' own discipline in the successful approach of the issues. 253 teachers participated and answered twelve True/False questions with content aimed at exploring their scientific literacy. Percentages of correct answers are close to what international research presents. Auditing the averages of correct answers, having as a differential factor the discipline of the participating teachers, indicated the existence of a statistically significant difference.

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