The Scientific Literacy as a Catalyst for Conceptual Understanding and Scientific Attitudes in Elementary Science Learning
DOI:
https://doi.org/10.26740/jp.v11n1.p67-74Keywords:
Scientific Literacy, Science Learning, Conceptual Understanding, Scientific Attitudes, Elementary SchoolAbstract
This study examines the implementation of scientific literacy in science learning and its contribution to strengthening elementary school students’ conceptual understanding and scientific attitudes. Scientific literacy is viewed as an instructional approach that helps students connect scientific concepts with real-life phenomena, making learning more meaningful and contextual. This research used a qualitative case study design involving a school principal, a fifth-grade teacher, and students who actively participated in science learning activities. Data were collected through classroom observations, structured interviews, and documentation, then analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing. The findings show that integrating scientific literacy into science learning helps students understand scientific concepts more comprehensively by relating abstract knowledge to everyday experiences. This approach increases the relevance of learning and supports students in constructing conceptual meaning. In addition, scientific literacy encourages the development of scientific attitudes, such as curiosity, careful observation, confidence in asking questions, and environmental awareness. These findings indicate that scientific literacy is not merely an additional component of instruction, but a pedagogical framework that connects scientific knowledge with students’ lived experiences. Therefore, the systematic integration of scientific literacy in science learning is a relevant strategy for improving the quality of science education at the elementary school level.
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