Research on science teacher education students’ digital competence and scientific literacy perceptions

This study aimed to identify science teacher education students’ digital competence and scientific literacy perceptions, and to examine whether these perceptions differ according to various variables (gender, type of high school attended, age, year of university education, possession of a personal computer, having internet access, and daily internet usage time). The study also examined relationship between science teacher education students’ digital competence and scientific literacy perceptions. The study was conducted with participation of 140 science teacher education students studying at a university in the west of Türkiye. The sample was selected using criterion sampling and convenience sampling methods. Data were collected using the Digital Competence Perception Scale, Scientific Literacy Perceptions Scale and a personal information form. Descriptive statistics were calculated and t-test and one-way analysis of variance for independent samples, and correlation analysis was performed to analyze data. The research results indicated that science teacher education students’ both digital competence and scientific literacy perceptions were at high levels. It was found that there were no significant differences in digital competence and scientific literacy perceptions according to gender and type of high school attended. It was concluded that scientific literacy perceptions indicated significant difference according to year of university education, and digital competence perceptions demonstrated significant differences according to age, possession of a personal computer and having internet access, and daily internet usage time. The study also revealed that there was a statistically significant, moderate and positive correlation between science teacher education students’ digital competence and scientific literacy perceptions.