PROGRAM FOR DEVELOPING LEARNING MANAGEMAENT IN SCIENTIFIC LITERACY OF PRE-SERVICE TEACHERS

Abstract

This research aimed to: 1) explore problems related to learning management for scientific literacy, 2) develop a program to enhance pre-service teachers' learning management competency for science literacy using reflective practice processes, and 3) monitor the change in their field practice. The participants were divided into three phases: Phase 1 consisted of 111 students from Year 1 to Year 5, Phase 2 involved 36 third-year students, and Phase 3 included 5 fourth-year students after completing the competency development program. The program activities were designed around three key components: understanding learning management competency for scientific literacy, hands-on practice, and continuous reflective activities over a period of 15 weeks. Data were collected using four instruments: (1) an open-ended questionnaire on instructional problems, (2) the competency development program, (3) reflection logs and (4) classroom observation forms. Quantitative data were analyzed using percentage, while qualitative data were analyzed using content analysis.

The findings revealed that (1) pre-service teachers initially had misconceptions about scientific literacy, (2) after participation in the program, they demonstrated enhanced learning management competency for scientific literacy, particularly in selecting appropriate situations and providing learners with opportunities for self-directed experiences, and (3) some sub-competencies were not fully achieved. A notable outcome was that prior teaching experience strongly influenced competency development. The study recommends that instructional planning should allocate more than half of the program to self-directed practice. Furthermore, the learning activities should comprehensively integrate all components of scientific literacy and employ strategies that encourage students to engage in continuous reflection and practice for at least one semester.