The research study focuses on prospective teachers’ scientific literacy and STEM efficacy beliefs. 105 prospective teachers from 2 universities participated in this research. For examining scientific literacy of participants, two components of science literacy (scientist and nature of science) were defined. A questionnaire, “science literacy scale “developed by the researchers and applied to participants first. Later, for the second component of scientific literacy, scientist and where and how he/she works, participants were asked to draw pictures. Finally, for STEM efficacy beliefs, “Prospective Teachers’ Self-Efficacy Scale towards Science-Technology-Engineering-Mathematics” was ap-plied. Data collected through scales were statistically analyzed and participants’ drawings about scientists and their work environment were scanned to be filed in computer. Drawings were open coded first and with the grouping of codes, themes were identified. Statistical analysis of science literacy scale and themes emerged from qualitative analysis were evaluated together to understand scientific literacy levels of the participants. In conclusion, prospective teachers have an average level of scientific literacy and neither gender nor department attended has significant change. Also, prospective teachers have slightly more than average STEM efficacy beliefs and neither gender nor department attended has significant change.
USTA et al. (Tue,) studied this question.