Assessing Preservice Teachers’ Scientific Literacy: Insights for Strengthening Pre-service Curriculum
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Abstract
Scientific literacy is an essential competency for preservice teachers (PSTs), yet empirical data on the proficiency levels of PSTs remain scarce within the Philippine context. This study assessed the scientific literacy skills of PSTs and examined its curricular integration using a mixed-methods design that combined the Test of Scientific Literacy Skills (TOSLS), focus group discussions (FGDs), and syllabi analysis. Quantitative findings from 120 PSTs revealed an overall Functional level of scientific literacy (M = 12.13, SD = 2.76), with scores increasing from first-year (M = 11.19) to fourth-year students (M = 12.87). Despite this progression, PSTs consistently struggled with evaluating source validity, interpreting statistical data, constructing graphical representations, and understanding research design – skills vital to scientific reasoning. High variability in scores further indicated uneven skill development across cohorts. Qualitative data echoed these challenges, with faculty and PSTs citing barriers such as limited inquiry-based learning, inadequate laboratory access, and predominance of lecture-based instruction. Syllabi analysis showed partial alignment with scientific literacy goals; however, the concept remained implicit and was not systematically assessed, with evaluation methods largely reliant on traditional testing formats. These findings highlight the fragmented development of scientific literacy among PSTs and underscore the urgent need for explicit curricular integration, inquiry-based pedagogy, and enhanced instructional resources. Addressing these gaps is crucial to preparing future science educators who are both literate and pedagogically equipped.
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