Abstract:
Scientific literacy is a major goal of science education and is well reflected in K-12 science curricula and policy documents in many countries. Awareness of the adverse effects of climate change is important for public support and collective action towards mitigation and adaptation. Science teachers are major promoters of scientific literacy and climate change awareness and need to play an essential role in preparing scientifically literate students who are aware of the negative impacts of climate change. This study aimed to investigate the scientific literacy and climate change awareness levels of prospective teachers enrolled in teacher preparation programs at private universities in Lebanon. It also aimed to explore possible relationships between participants’ levels of scientific literacy and climate change awareness. The study adopted a mixed method approach. Quantitative data was collected from a sample of 30 prospective teachers using the Test of Basic Scientific Literacy Skills, and the Awareness Scale of Climate Change instruments. Qualitative data was collected through four semi-structured interviews. The findings of this study revealed that prospective teachers have low levels of scientific literacy, but a significant level of climate change awareness. The results showed that there are no significant differences in the levels of scientific literacy or climate change awareness of prospective teachers enrolled in different years at university. A weak negative correlation was also found between the levels of scientific literacy and climate change awareness. Although this study is limited to participants from two private universities in Lebanon, the findings raise new questions for future research. Recommendations are also provided for Departments of Education having teacher education programs.
