Improving Middle School Students’ Scientific Literacy through Science Writing Heuristic (SWH) Approach

One of the major aims of the science education in middle school level is to raise scientifically literate people. In this study, impact of science writing heuristic approach (SWH) which has its roots in argumentation based instruction on students’ scientific literacy level is intended to be examined. A total of 80 six grade students participate in the study. Data will be collected by administering the Global Scientific Literacy Questionnaire (GSLQ) as pre-test and post-test. The GSLQ consists of four dimensions of scientific literacy, namely habits of mind, character and values, science as human endeavour and metacognition. As part of data analysis, repeatedmeasures MANOVA will be conducted. Findings will be discussed in the light of relevant literature