Scientific Inquiry as a Means to Develop Teachers’ and Supervisors’ Scientific Literacy
Abstract
This research report presents results of implementing 6 scientific inquiry learning activities with overall 120 science teachers and supervisors in northern region of Thailand. This research aimed at (1) comparing the science teachers’ scientific literacy before and after the implementation, (2) comparing the supervisors’ scientific literacy before and after the implementation, and (3) comparing the science teachers’ and the supervisors’ scientific literacy. A pre-experimental design was employed in order to address the research objectives. Data were collected using pre- and post tests on scientific literacy. Each test consists of 26 four-choice questions. These data were analyzed using t-test. Research results revealed that (1) the science teachers got an average scientific literacy score before the implementation higher than that of the after one with significance at .05, that (2) the supervisors got an average scientific literacy score before the implementation higher than that of the after one with significance at .05, and that (3) the science teachers got an average scientific literacy score higher than that of the supervisors with a significance at .05.
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