Predictors of Global Scientific Literacy of Pre-Service Teachers: A Structural Equation Modeling Study

Year 2024, , 272 - 306, 30.04.2024

Derya Serbest , Nalan Akkuzu Güven

https://doi.org/10.30831/akukeg.1275611

Abstract

The purpose of this study was to examine the relationship among pre-service science teachers' global scientific literacy and various variables within the scope of the structural equation model. Since the relations among the variables were investigated in the structural model established for this study, correlational research methodology was applied. The application was carried out with 294 pre-service teachers studying in the departments of chemistry, physics, biology and elementary science education of a state university. The data of the study were obtained with the scales of global scientific literacy, the perception of science process skills, the inquiry skills, the self-directed learning readiness in laboratory, the attitude scale towards the laboratory and the personal information questionnaire. Within the framework of structural equation modeling, the causal and relational analyses of the data were examined. The results showed that the proposed model of the relationship among global scientific literacy and the variables predicting global scientific literacy was also found to be compatible with the data, and the entire model was confirmed except for the attitude towards the laboratory. In this context, it can be claimed that these variables play an essential role in pre-service teachers’ being global scientifically literate.

Keywords

Global scientific literacy, inquiry skills, perception of science process skills, self-directed learning readiness in laboratory, pre-service science teachers

Supporting Institution

Dokuz Eylül Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi

Project Number

2021.KB.EGT.005

Thanks

This study was supported within the scope of the project numbered 2021.KB.EGT.005, which was accepted by the Scientific Research Project Commission of Dokuz Eylul University. We thank the University Administration, BAP Commission and BAP Coordination Unit for allowing the study to be supported as a project.

Öğretmen Adaylarının Evrensel Fen Okuryazarlığının Yordayıcıları: Bir Yapısal Eşitlik Modellemesi Çalışması

Abstract

Bu araştırmanın amacı fen alanları öğretmen adaylarının evrensel fen okuryazarlıklarının çeşitli değişkenlerle olan ilişkisini yapısal eşitlik modeli kapsamında incelemektir. Çalışmanın amacı kapsamında ortaya konan yapısal modelde ele alınan değişkenler arasındaki ilişkiler incelendiği için araştırmada korelasyonel araştırma yöntemi kullanılmıştır. Uygulama bir devlet üniversitesinin kimya, fizik, biyoloji ve fen bilgisi eğitimi anabilim dallarında öğrenimine devam eden 294 öğretmen adayı ile gerçekleştirilmiştir. Araştırmada veriler evrensel fen okuryazarlık ölçeği, bilimsel süreç becerileri algı ölçeği, sorgulama becerileri ölçeği, laboratuvarda kendi kendine öğrenme hazırbulunuşluk ölçeği, laboratuvara yönelik tutum ölçeği ve kişisel bilgi anketi ile elde edilmiştir. Toplanan verilere ilişkin nedensel ve ilişkisel analizler yapısal eşitlik modellemesi kapsamında incelenmiştir. Araştırma sonuçlarına göre evrensel fen okuryazarlığı ile evrensel fen okuryazarlığını yordayıcı değişkenler arasındaki ilişkiye ait önerilen modelin veri ile uyumlu olduğu belirlenmiş ve tüm model laboratuvara yönelik tutum değişkeni dışında doğrulanmıştır. Bu bağlamda öğretmen adaylarının evrensel fen okuryazarı olmalarında söz konusu değişkenlerin önemli bir role sahip olduğu söylenebilir.

Keywords

Evrensel fen okuryazarlığı, sorgulama becerisi, bilimsel süreç becerileri algısı, laboratuvarda kendi kendine öğrenme hazırbulunuşluğu, fen alanları öğretmen adayları

Project Number

2021.KB.EGT.005

References

• Ajzen, I. (2001). Nature and operation of attitudes. Annual Review of Psychology, 52(1), 27-58. https://doi.org.10.1146/annurev.psych.52.1.27
• Akkuzu, N. (2012). Determination of professional competence levels of chemistry pre-service teachers [Doctoral dissertation]. Dokuz Eylul University.
• Akkuzu-Güven, N., & Uyulgan, M. A. (2019). Reflection of inquiry based systematic qualitative analysis of cation experiments in analytical chemistry laboratory on science process skills. European Journal of Science and Technology, (17), 423-436. https://doi.org/10.31590/ejosat.618341.
• Akpınar, E., & Yıldız, E. (2006). Açık uçlu deney tekniğinin öğrencilerin laboratuvara yönelik tutumlarına etkisinin araştırılması [Investigation of the effect of open-ended experiment technique on students' attitudes towards laboratory]. Dokuz Eylul University Buca Faculty of Educational Journal, 20, 69-76.
• Aktaş, B. (2019). Determination of the scientific preparation levels of science teachers in science and life learning [Master’s thesis]. Gazi University
• Aktaş, İ., & Ceylan, E. (2016). Determination of pre-service science teachers’ science process skills and investigating of relationship with general academic achievement. Mustafa Kemal University Journal of Graduate School of Social Sciences, 13(33), 123-136.
• Aldan Karademir, Ç., & Saracaloğlu, A. S. (2013). The development of inquiry skills scale: reliability and validity study. Asian Journal of Instruction, 1 (2), 56-65.
• Alkan, F. (2012). Effect of self-directed learning on the students' success, learning readiness, attitudes towards laboratory [Doctoral dissertation]. Hacettepe University.
• Athuman, J. J. (2017). Comparing the effectiveness of an inquiry-based approach to that of conventional style of teaching in the development of students’ science process skills. International Journal of Environmental & Science Education, 12(8),1797-1816.
• Atikoh, N., & Prasetyo, Z. K. (2018). The effect of picture storybook based on scientific approach through inquiry method toward student’s inference skill. Journal of Turkish Science Education, 15(Special), 22-32. https://doi:/10.12973/tused.10253a
• Aydın, A. (2001). Gelişim ve öğrenme psikolojisi [Developmental and learning psychology]. Alfa.
• Balbağ, M. Z., & Aynur, D. (2020). Investigation of science teacher candidates' inquiry skills in terms of some variables. International Journal of Social Science Research, 9 (1), 48-62.
• Bass, J. E., Contant, T. L., & Carin, A. A. (2009). Teaching science as inquiry (11th ed.). Allyn & Bacon.
• Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2th ed.). Routledge, Taylor & Francis Group.
• Chen, J., Wang, M., Grotzer, T. A., & Dede, C. (2018). Using a three‐dimensional thinking graph to support inquiry learning. Journal of Research in Science Teaching, 55(9), 1239-1263. https://doi.org/10.1002/tea.21450
• Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44 (1), 1-39, https://doi.org/10.1080/03057260701828101
• Choi, K., Lee, H., Shin, N., Kim, S. W., & Krajcik, J. (2011). Re-conceptualization of scientific literacy in South Korea for the 21st century. Journal of Research in Science Teaching, 48 (6), 670-697. https://doi.org/10.1002/tea.20424
• Çelik, C. (2016). Adaptation study of the Universal Science Literacy Scale to Turkish and pre-service teachers' science literacy levels [Master’s thesis]. Muğla Sıtkı Koçman University.
• Çepni, S., Ayvacı, H. Ş., & Bacanak, A. (2012). Bilim, teknoloji, toplum ve sosyal değişim [Science, technology, society and social change] (5th ed.). Celepler.
• Çolak, Ö. (2014). The effect of the inquiry-based science teaching method on scientific literacy and the certain sub-scale of scientific literacy [Master’s thesis]. Trakya University.
• Čipková, E., Karolčík, Š., Sládková, K. & Ušáková, K. (2018). What is the level of scientific literacy among geography students studying bachelor's studies in natural sciences? International Research in Geographical and Environmental Education, 27(4), 295-310. https://doi.org/10.1080/10382046.2017.1389044
• Demir, M. (2007). The factors affecting the pre-service primary teachers' adequacies on science process skills [Doctoral dissertation]. Gazi University.
• Derman, A. (2014). The role of science teaching program in the establishment of scientific literacy. The Journal of Academic Social Science Studies, 2(26), 143-157. https://dx.doi.org/10.9761/JASSS2270
• Dewi, C. A., Erna, M., Haris, I., & Kundera, I. N. (2021). The effect of contextual collaborative learning based ethnoscience to increase student’s scientific literacy ability. Journal of Turkish Science Education, 18(3), 525-541. https://doi.org/10.36681/tused.2021.88
• Duru, M. K., Demir, S., Önen, F., & Benzer, E. (2011). The effects of inquiry-based laboratory applications to preservice science teachers’ laboratory environment perceptions, attitudes and scientific process skills. M.Ü. Atatürk Faculty of Education Journal of Educational Sciences, (33)33, 25-44.
• Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (2007). Taking science to school: Learning and teaching science in grades K-8. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 163-166.
• Fives, H., Huebner, W., Birnbaum, A. S., & Nicolich, M. (2014). Developing a measure of scientific literacy for middle school students. Science Education, 98(4), 549-580. https://doi.org/10.1002/sce.21115
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (9th ed.). McGraw-Hill Education.
• García-Carmona, A., Criado, A. M., & Cruz-Guzmán, M. (2017). Primary pre-service teachers’ skills in planning a guided scientific inquiry. Research in Science Education, 47(5), 989-1010. https://doi.org/10.1007/s11165-016-9536-8
• George-Williams, S. R., Ziebell, A. L., Thompson, C. D., & Overton, T. L. (2020). Inquiry-, problem-, context- and industry- based laboratories: An investigation into the impact of large-scale, longitudinal redevelopment on student perceptions of teaching laboratories. International Journal of Science Education, 42(3), 451-468. https://doi.org/10.1080/09500693.2020.1714788
• Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students’ science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), 1-22. https://doi.org/10.20429/ijsotl.2009.030216
• Göktepe, D. (2019). Evaluation of scientific literacy levels of science teachers in terms of various variables: Sample of Sakarya (Master’s thesis). Bolu Abant İzzet Baysal University.
• Gunawan, G., Harjono, A., Hermansyah, H., & Herayanti, L. (2019). Guided inquiry model through virtual laboratory to enhance students' science process skills on heat concept. Jurnal Cakrawala Pendidikan, 38(2), 259-268. https://doi.org/10.21831/cp.v38i2.23345
• Güçlüer, E. (2012). The effect on success, attitude and scientific process skills of the use of scienctific literacy developing activities in the unit named "systems of our body" in science and technology course [Doctoral dissertation]. Dokuz Eylul University.
• Gürses, A., Güneş, K., Barın, T. B., Eroğlu, Z., & Çözel, F. S. (2015). Relation between pre-service chemistry teachers’ science literacy levels and their some scientific process skills. Procedia-Social and Behavioral Sciences, 197, 2395-2402. https://doi.org/10.1016/j.sbspro.2015.07.300
• Handayani, G., Adisyahputra, A., & Indrayanti, R. (2018). Correlation between integrated science process skills, and ability to read comprehension to scientific literacy in biology teachers’ students. Biosfer: Jurnal Pendidikan Biologi, 11(1), 22-32. https://doi.org/10.21009/biosferjpb.11-1.3
• Hartini, S., Thaybah, Mastuang, & Mahtari, S. (2018). Developing of physics learning material based on scientific literacy to train scientific process skills. Journal of Physics: Conference Series, 1097 (1),1-6. https://doi.org/10.1088/1742-6596/1097/1/012032.
• Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty‐first century. Science Education, 88(1), 28-54. https://doi.org/10.1002/sce.10106
• Imaduddin, M., & Hidayah, F. F. (2019). Redesigning laboratories for pre-service chemistry teachers: From cookbook experiments to inquiry-based science, environment, technology, and society approach. Journal of Turkish Science Education, 16(4), 489-507. https://doi.org/10.36681/tused.2020.3
• Irwanto, Saputro, A. D., Rohaeti, E., & Prodjosantoso, A. K. (2019). Using inquiry-based laboratory instruction to improve critical thinking and scientific process skills among preservice elementary teachers. Eurasian Journal of Educational Research, 19(80), 151-170. https://doi.org/10.14689/ejer.2019.80.8
• Juhji, J., & Nuangchalerm, P. (2020). Interaction between scientific attitudes and science process skills toward technological pedagogical content knowledge. Journal for The Education of Gifted Young Scientists, 8(1), 1-16. https://doi.org/10.17478/jegys.2020.XX
• Jurecki, K., & Wander, M. C. (2012). Science literacy, critical thinking, and scientific literature: Guidelines for evaluating scientific literature in the classroom. Journal of Geoscience Education, 60(2), 100-105. https://doi.org/10.5408/11-221.1
• Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik uygulamaları [SPSS applied multivariate statistics applications]. Asil Publishing.
• Karapınar, A. (2016). The impact of inquiry-based learning environment on scientific process skills, inquiry skills and scientific reasoning skills of pre-service teachers [Master’s thesis]. Celal Bayar University.
• Kaya, V. H., Bahçeci, D., & Gödek Altuk, Y. (2012). The relationship between primary school students’ scientific literacy levels and scientific process skills. Procedia-Social and Behavioral Sciences, 47, 495-500. https://doi.org/10.1016/j.sbspro.2012.06.687
• Keskin Geçer, A. (2018). Competencies of science teachers on laboratory applications and problems encountered [Doctoral dissertation]. Fırat University.
• Khaeroningtyas, N., Permanasari, A., & Hamidah, I. (2016). Stem learning in material of temperature and its change to improve scientific literacy of junior high school students. Jurnal Pendidikan IPA Indonesia, 5(1), 94–100. https://doi.org/10.15294/jpii.v5i1.5797
• Khine, M. S. (Ed.). (2013). Application of structural equation modeling in educational research and practice. Sense.
• Khumraksa, B., & Phengkampang, J. (2021). Designing scientific inquiry learning activity supported science literacy according to PISA, in basic electronics, to improve science process skills of secondary school students. Journal of Physics and General Science (Online), 5(1), 13-23.
• Kırtak Ad, V. N. (2016). The effect of full studio model on pre-service primary science teachers' conceptual understanding, social emotional learning, inquiry and science process skills: An example of fluid mechanics [Doctoral dissertation]. Balıkesir University.
• Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
• Korucuoğlu, P. (2008). Evaluation of correlation between scientific process skills' usage level of physics teacher candidates with the attitudes towards physics, gender, class level and high school type which they graduated from [Master’s thesis]. Dokuz Eylul University.
• Koyunlu Ünlü, Z. (2020). Improving pre-service teachers’ science process skills and views about scientific inquiry. Journal of Theoretical Educational Science, 13(3), 474-489. http://dx.doi.org/10.30831/akukeg.626165
• Lederman, J. S. (2009). Teaching scientific inquiry: Exploration, directed, guided, and opened-ended levels. In National geographic science: Best practices and research base (pp. 8–20). Hapton-Brown.
• Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners' understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83. https//doi.org/10.1002/tea.21125
• Lieskovský, J., & Sunyík, V. (2022). How to enhance scientific literacy? Review of interventions focused on improving high school students’ scientific reasoning skills and attitudes toward science. Ceskoslovenska Psychologie, 66(1). https://doi.org/10.51561/cspsych.66.1.30
• Marta Lazo, C., Frau Meigs, D., & Osuna Acedo, S. (2019). Collaborative lifelong learning and professional transfer. Case study: ECO european project. Interactive Learning Environments, 27(1), 33-45. https://doi.org/10.1080/10494820.2018.1451346
• Mertler, C. A. & Reinhardt, R. V. (2017). Advanced and multivariate statistical methods practical application and interpretation (6th ed.). Routledge.
• Ministry of National Education [MoNE]. (2018). Milli Eğitim Bakanlığı Fen Bilimleri Dersi Öğretim Programı (3, 4, 5, 6, 7 ve 8. sınıflar) [Ministry of National Education Science Curriculum (3, 4, 5, 6, 7 and 8th grades). MoNE.
• Mun, K., Shin, N., Lee, H., Kim, S. W., Choi, K., Choi, S. Y., & Krajcik, J. S. (2015). Korean secondary students’ perception of scientific literacy as global citizens: Using global scientific literacy questionnaire. International Journal of Science Education, 37 (11), 1739-1766. https://doi.org/10.1080/09500693.2015.1045956
• National Research Council [NRC]. (1996). National science education standards. National Academy Press.
• National Research Council [NRC]. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
• Nugraha, M. G., Utari, S., Saepuzaman, D., & Nugraha, F. (2018). Redesign of students’ worksheet on basic physics experiment based on students’ scientific process skills analysis in Melde’s law. Journal of Physics: Conference Series, 1013(1), 1-8. https://doi.org/10.1088/1742-6596/1013/1/012038
• Ogunleye, B. O. (2012). Relationship among teachers’ science process skills, scientific attitudes and students’ performance in chemistry. International Journal of Educational Leadership, 4(4), 41-48.
• Oliver, M. C., & Adkins, M. J. (2020). “Hot-headed” students? Scientific literacy, perceptions and awareness of climate change in 15-year olds across 54 countries. Energy Research and Social Science, 70, 1-9. https://doi.org/10.1016/j.erss.2020.101641
• Önal, A. (2009). Developing a measurement tool to asses 9th grade students? Readiness about physics concept [Master’s thesis]. Atatürk University.
• Öztaş, F. (2019). Analysis of the scientific literacy levels of classroom teacher candidates and their views on the nature of science [Master’s thesis]. Kahramanmaraş Sütçü İmam University.
• Öztürk, Y. A., Bilgen, Z., & Bilgen, S. (2017). Relationship between inquiry and self-directed learning skills: An investigation on the elementary education prospective teachers. Sinop University Journal of Social Sciences, 1(2), 179-214. https://doi.org/10.30561/sinopusd.348238
• Pahrudin, A., Irwandani, I., Triyana, E., Oktarisa, Y., & Anwar, C. (2019). The analysis of pre-service physics teachers in scientific literacy: Focus on the competence and knowledge aspects. Jurnal Pendidikan IPA Indonesia, 8(1), 52-62. https://doi.org/10.15294/jpii.v8i1.15728
• Putra, M. I. S., Widodo, W., & Jatmiko, B. (2016). The development of guided inquiry science learning materials to improve science literacy skill of prospective MI teachers. Jurnal Pendidikan IPA Indonesia, 5(1), 83-93. https://doi.org/10.15294/jpii.v5i1.5794
• Sandra, S. H. (2021). Introducing German pre-service teachers to remote teaching: Policy, preparation and perceptions of competence development of future foreign language teachers. Training, Language and Culture, 5(1), 68-85. https://doi.org/10.22363/2521-442X-2021-5-1-68-85
• Saputra, H., Suhandi, A., Setiawan, A., & Permanasari, A. (2020). Pre-service teacher’s physics attitude towards physics laboratory in Aceh. Journal of Physics: Conference Series, 1521 (2), 1-7. https://doi.org/10.1088/1742-6596/1521/2/022029
• Settlage, J., & Southerland, S. A. (2007). Teaching science to every child: Using culture as a starting point (3th ed.). Taylor & Francis.
• Shive, L. E. (2005). What matters in the classroom: A structural model of standards-based scientific literacy [Doctoral dissertation]. Lehigh University.
• Siddiqui, K. (2013). Heuristics for sample size determination in multivariate statistical techniques. World Applied Sciences Journal, 27(2), 285-287.
• Sinan, O., & Uşak, M. (2011). Evaluating of prospective biology teachers' scientific process skills. Mustafa Kemal University Journal of Social Sciences, 8(15), 333-348.
• Sullivan, F. R. (2008). Robotics and science literacy: Thinking skills, science process skills and systems understanding. Journal of Research in Science Teaching, 45(3),373-394. https://doi.org/10.1002/tea.20238
• Surpless, B., Bushey, M., & Halx, M. (2014). Developing scientific literacy in introductory laboratory courses: A model for course design and assessment. Journal of Geoscience Education, 62(2), 244-263 https://doi.org/10.5408/13-073.1
• Sümer, N. (2000). Structural equation modeling: Basic concepts and applications. Turkish Psychology Writings,3(6), 49–74.
• Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları[Introduction to structural equation modeling: Fundamentals and applications of LISREL]. Ekinoks.
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon.
• Taylor, D., Rogers, A. L., & Veal, W. R. (2009). Using self-reflection to increase science process skills in the general chemistry laboratory. Journal of Chemical Education, 86(3), 393-398. https://doi.org/10.1021/ed086p393
• Tekin, N., Aslan, O. & Yağız, D. (2016). Investigation of pre-service science teachers’ scientific literacy level and critical thinking tendency. Amasya University Journal of the Faculty of Education, 5(1), 23-50. https://doi.org/10.17539/aej.76710
• Tinapay, A., Tirol, S., Cortes, J. A., & Punay, M. (2021). Attitude of learners towards science and their science process skills in the case of the spiral curriculum: A. International Journal of Research, 10(15), 13-24. https://doi.org/10.5861/ijrse.2021.a106
• Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia-Social and Behavioral Sciences, 59, 110-116. https://doi.org/10.1016/j.sbspro.2012.09.253
• Usta, H. G., & Çıkrıkçı-Demirtaşlı, R. N. (2014). The factors that affect students’ scientific literacy according to PISA 2006 in Turkey. Journal of Educational Sciences Research, 4(2), 93-107. https://doi.org/10.12973/jesr.2014.42.6
• Ünal, A. (2018). Effects of the inquiry based and social network aided laboratory activities on students' various perceptions, attitudes and success [Doctoral dissertation]. Kastamonu University.
• Valls-Bautista, C., Solé-LLussà, A., & Casanoves, M. (2021). Pre-service teachers' acquisition of scientific knowledge and scientific skills through inquiry-based laboratory activity. Higher Education, Skills and Work-Based Learning, 11 (5), 1160-1179. https://doi.org/10.1108/HESWBL-07-2020-0161
• Wahyuni, S., Indrawati, I., Sudarti, S., & Suana, W. (2017). Developing science process skills and problem-solving abilities based on outdoor learning in junior high school. Jurnal Pendididkan IPA Indonesia, 6(1), 165-169. https://doi.org/10.15294/jpii.v6i1. 6849
• Wen, C. T., Liu, C. C., Chang, H. Y., Chang, C. J., Chang, M. H., Fan Chiang, S. H., Yang, C. W., & Hwang, F. K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers & Education, 149. https://doi.org/10.1016/j.compedu.2020.103830
• Wenning, C. J. (2011). The levels of inquiry model of science teaching. Journal of Physics Teacher Education, 6(2), 17-20.
• Wilder, M., & Shuttleworth, P. (2005). Cell inquiry: A 5e learning cycle lesson. Science Activities, 41 (4), 37-43. https://doi.org/10.3200/SATS.41.4.37-43
• Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112-143. https://doi.org/10.1002/sce.10044
• Yılmaz, V. (2004). Applying the structural equation models to the customer complaints via LISREL. Anadolu University Journal of Social Sciences, 4(1), 77-90.
• Zainuri, A., Sukarno, S., & Ma’arif, S. (2020). Improving scientific literacy and science process skills for prospective teachers of Islamic education science (PAI) through microteaching class. Solid State Technology, 63 (6),1240-1251.
• Zeidan, A. H., & Jayosi, M. R. (2015). Science process skills and attitudes toward science among Palestinian secondary school students. World Journal of Education, 5(1), 13-24. https://doi.org/10.5430/wje.v5n1p13