ENHANCING UNDERGRADUATE STUDENTS’ SCIENTIFIC LITERACY THROUGH THE IMPLEMENTATION OF AN INQUIRY-BASED SOCIO-SCIENTIFIC ISSUES (SSI) MODEL
DOI:
https://doi.org/10.32699/drmex331Keywords:
Inquiry-based learning, Scientific literacy, Socio-scientific issues, Test of scientific literacy skills (ToSLS)Abstract
This study aimed to analyze the effect of an inquiry-based Socio-Scientific Issues (SSI) learning model on the improvement of undergraduate students’ scientific literacy compared to conventional instruction. The study employed a quantitative approach using a quasi-experimental pretest–posttest control group design. The experimental group received instruction through the inquiry-based SSI model, whereas the control group participated in the instructional approach commonly implemented in the classroom. Scientific literacy was measured using the Test of Scientific Literacy Skills (ToSLS) developed by Gormally et al. (2012), which was adapted to align with the instructional context. Data analysis was conducted using the Shapiro–Wilk normality test, Levene’s test of homogeneity of variance, and a Welch independent-samples t-test to examine differences in gain scores. The data were normally distributed but not homogeneous; therefore, gain scores were analyzed using the Welch independent-samples t-test. The results revealed a highly significant difference in the improvement of scientific literacy between the experimental and control groups (p < .001). The experimental group demonstrated greater gains, particularly in organizing, analyzing, and interpreting quantitative data, as well as in evaluating evidence-based arguments. These findings indicate that the integration of socio-scientific issues and inquiry-based instruction is effective in fostering undergraduate students’ scientific literacy. In conclusion, the inquiry-based SSI learning model was found to be more effective than conventional instruction in enhancing undergraduate students’ scientific literacy in higher education
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