Classroom Learning Environments As A Correlate Of Scientific Literacy

Abstract

This study was aimed at investigating the relationship between science learning environments and scientific literacy level of learners. Descriptive research design of the survey type was employed. The population for the study was made up of both secondary school students and science teachers, stratified into types A, B, and C. Four hundred and forty-nine respondents offering sciences were randomly selected, while 81 respondents were drawn from among science teachers from types A, B, and C schools. Two self-constructed and validated research instruments - Science Teachers’ Questionnaire (STQ) and Literacy Level Rating Scale (LLRS) - were used to collect data for the study. Six research questions and two research hypotheses were raised to guide the study. Results indicated the following: 1) that teachers in the different school types rated their own school learning environments differently, 2) teachers’ knowledge about optimum, average and poor learning environments was influenced by the type of school in which they are domiciled, 3) the extent to which teachers made use of locally made materials varied with school type, 4) hindrance to the teaching of science subjects was most serious in type C schools, 5) there is a significant relationship between classroom leaning environments and the respondents’ scientific literacy level, and 6) there is a significant difference in the scientific literacy level of respondents based on school types. It is recommended that irrespective of the school type, science teachers ought to be able to develop science learning communities, teacher and student questions, seek information, and validate explanations in various thoughtful creative and cooperative ways. Teachers should shift from design of instruction to design of learning environments.