A Comparative Study and Construction of Scientific Literacy Norms of Teacher Professional Students in Three Southernmost Provinces
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Abstract
Nowadays, there are not norms for assess scientific literacy of teacher professional students. The objectives of this research are the comparison and construction of scientific literacy norms of teacher professional students in three southernmost provinces. The population were 481 teacher professional students of third year to fifth year from general sciences, biology, chemistry and physics majors in Prince of Songkla University, Yala Rajabhat University and Fatoni University. The sample consisted of 220 students selected by quota sampling. Data were analyzed basic statistics, one – way ANOVA and construct norms of scientific literacy. The results of the study showed that the overall average score of the teacher professional students is 20.41 points out of 30 points. When considered separately in each aspect, it was found that knowledge an average is 6.60 points, context an average is 6.04 points and attitude an average is 7.77 points out of 12, 9 and 9 points, respectively. The scientific literacy average’s scores were classified by university in overall, there were statistically significant differences at the .01 level, students from Prince of Songkla University had a higher mean score than students from Yala Rajabhat University and Fatoni University, respectively. When considering in each aspect, it was found that the knowledge was significantly different at the .01 level, but in the context and the attitude, there was no statistically significant differences. The norms of scientific literacy scores of the sample, there were scores, which was T14 to T70 (P3.8 - P96.10). However, the developed norms were based on norm-referenced evaluation of teacher professional students in three southernmost provinces should develop norms of scientific literacy among teachers in other regions as well, so that stakeholders can use the tools to evaluate students extensively.
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