The Effect of Using the Integrated NOS Instructional Model on Enhancing the Scientific Literacy of Science Student Teachers at Rajabhat University
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This quasi-experimental research aimed to enhance the scientific literacy of general science student teachers at a Rajabhat University and to evaluate their opinions toward the implemented integrated Nature of Science (NOS) instructional model. The study employed a one-group pretest-posttest design with 21 third-year general science student teachers from Bansomdejchaopraya Rajabhat University, purposively selected from those enrolled in the "Science Teaching Using Local Wisdom" course during the 2023 academic year. An integrated NOS instructional model, grounded in constructivist principles and comprising six stages (Target, Review, Inquiry, Construct, Apply, and Reflect/Evaluate), was implemented within the course curriculum. Research instruments included an integrated NOS instructional lesson plan, a scientific literacy assessment tool, and an opinion questionnaire, all validated by expert panels. Data analysis utilized descriptive statistics and paired-sample t-tests.
The findings revealed that student teachers who participated in the integrated NOS instructional model achieved significantly higher post-test scientific literacy scores (75.25%) compared to their pre-test scores (61.30%) at the .05 level of statistical significance. The post-test scientific literacy score exceeded the predetermined 75% criterion. Furthermore, students expressed positive opinions toward the integrated NOS instructional model (M = 4.32, SD = 0.54). All four components of scientific literacy—scientific attitude, understanding of the nature of science, scientific inquiry ability, and application of science in context—demonstrated statistically significant improvements. The model's effectiveness was attributed to its constructivist foundation, which enhanced active learning through systematic inquiry and culturally responsive pedagogy. These findings have significant implications for science teacher education programs, suggesting that the integrated NOS instructional model should be widely adopted in Rajabhat Universities and similar institutions to strengthen pre-service teacher preparation and develop scientifically literate educators capable of fostering inquiry-based learning in their future classrooms.
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