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Using SPS Test and SL Test data from 84 first-year preservice teachers over a 14-week spring semester in 2021–2022, the research compared experimental instruction centered on SPS with control-group teaching within basic science textbooks. Descriptive statistics, ANOVA, and MANOVA showed SPS-focused processes significantly improved both SPS and SL, while baseline advantages aligned with parents’ education level. Gaps in SPS were reduced in experimental groups, whereas bachelor-level advantages for SL persisted.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-the-science-process-skills-and-science-literacy-of-primary-school-preservice-teachers-with-different-parental-education-levels/603060/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-the-science-process-skills-and-science-literacy-of-primary-school-preservice-teachers-with-different-parental-education-levels/603060.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study?","Question",{"text":112,"@type":113},"To improve science process skills and science literacy of primary school pre-service teachers and examine the role of parental education in those outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and conducted?",{"text":117,"@type":113},"A quasi-experimental design with pretests and posttests was used over a 14-week spring semester of 2021–2022, involving 84 first-year preservice teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What instructional approach did the experimental group use?",{"text":121,"@type":113},"Experimental groups received classes focused on science process skills, while control groups followed instruction within a basic science education textbook framework.",{"name":123,"@type":110,"acceptedAnswer":124},"What did the results show regarding SPS and SL improvements?",{"text":125,"@type":113},"SPS-focused education significantly increased both SPS and SL. Parental education levels were associated with higher SPS and SL rankings before implementation, with SPS gaps closing in experimental groups while bachelor-level parental advantage for SL remained.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},603060,1792166222,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":26},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Improving the Science Process Skills and Science Literacy of Primary School Preservice Teachers with Different Parental Education Levels  \nSema AYDIN CERAN1  \nSelcuk University  \nSeher ESEN2  \nSelcuk University  \nAbstract  \nThis research was undertaken to improve the science process skills (SPS) and science literacy (SL) of primary school pre-service teachers with different family backgrounds in terms of parental education. It was planned with a quasi-experimental design with pretests and posttests in the framework of quantitative research methodology. Eighty-four first-year students from the primary school education departments of two different public universities participated in this 14-week-long study conducted in the spring semester of 2021-2022. Classes were taught with a focus on SPS for the experimental groups and within the scope of a textbook developed for basic science education in primary school for the control groups. Data were collected by administering the SPS Test and SL Test. In the analysis of the data, descriptive statistics, ANOVA, and MANOVA were used. The results showed that SPSfocused education processes significantly increased the SPS and SL of the pre-service teachers. Furthermore, prior to the implementation, participants in both experimental and control groups whose parents were had bachelor degree or high school diploma ranked higher in terms of SPS and SL. While the gap in SPS arising from parental education level was closed in the experimental groups as a result of the implementation, the advantage of having a bachelor degree parent continued for SL. These results are discussed in the context of primary school pre-service teachers regarding parental education levels, SPS, and SL.  \nKeywords: Scientific Literacy, Scientific Process Skills, Primary School Pre-Service Teacher, Science Education, Parents’ Educational Attainment.  \nDOI: 10.29329/epasr.2022.478.10  \nSubmitted: 10 August 2022 Accepted: 12 October 2022 Published: 05 December 2022  \n1Assist. Prof. Dr., Faculty of Education, Selcuk University, Konya, Türkiye, ORCID: 0000-0001-6847-2766  \nCorrespondence: [sema.aydinceran@selcuk.edu.tr](sema.aydinceran@selcuk.edu.tr)  \n2Research Assist., Faculty of Education, Selcuk University, Konya, Türkiye, ORCID:0000-0002-3569-1185.  \nEmail: [seheresen42@gmail.com](seheresen42@gmail.com)  \nIntroduction  \nContemporary education systems must undertake strategic efforts to effectively improve the knowledge, skills, habits, and values required to prepare individuals to adapt to rapid economic, environmental, and social changes; to embrace occupations that are yet to exist and technologies that are yet to be invented; and to solve unexpected problems (Organization for Economic Co-operation and Development [OECD], 2018) . A high-quality science education is one of the most prominent building blocks in preparing individuals for the future world (World Economic Forum [WEF], 2020; OECD, 2019; Trends in International Mathematics and Science Study [TIMSS], 2020) . When schools provide science educations that are tailored to ensure that students gain the skills of the future, students become more involved in the educational process and develop as individuals who are well prepared for life, playing bigger roles in improving both themselves and the modern digital and globally connected world. In line with this, international education indicators shedding light on the status of national education around the world provide important findings. For example, evaluations of the Science Literacy (SL) of individuals via Programme for International Student Assessment (PISA) and TIMSS research are considered to be fundamental. Since the present research is focused on the topic of teacher education, the findings of a recent TIMSS (2020) report on this issue provide key background information for the research questions. According to these findings of TIMSS (2020), the success rates of fourth-grade students in science are directly re","cbCaispCrhlrwyz9","https://ap.wps.com/l/cbCaispCrhlrwyz9","pdf",321933,24,"English","# Abstract\n# Introduction\n## Science education goals and future-oriented skills\n## Science literacy and assessment contexts\n## Science process skills and questioning-based approaches\n## Relevance to teacher education","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To improve science process skills and science literacy of primary school pre-service teachers and examine the role of parental education in those outcomes.\"},{\"question\":\"How was the study designed and conducted?\",\"answer\":\"A quasi-experimental design with pretests and posttests was used over a 14-week spring semester of 2021–2022, involving 84 first-year preservice teachers.\"},{\"question\":\"What instructional approach did the experimental group use?\",\"answer\":\"Experimental groups received classes focused on science process skills, while control groups followed instruction within a basic science education textbook framework.\"},{\"question\":\"What did the results show regarding SPS and SL improvements?\",\"answer\":\"SPS-focused education significantly increased both SPS and SL. Parental education levels were associated with higher SPS and SL rankings before implementation, with SPS gaps closing in experimental groups while bachelor-level parental advantage for SL remained.\"}]","Improving the Science Process Skills and Science Literacy of Primary School Preservice Teachers with Different Parental Education Levels | PDF",1792095644]