The effect of constructivist design application on prospective science teachers' scientific literacy competence improvement at the dimensions of "nature of science " and "science-technology-society interaction"

4) It was seen that the constructivist instructional design application was not statistically significant for sex in the development of prospective science teachers' level of science-technology-society interaction understandings of scientific literacy competence, 5) It was seen that the traditional instructional design application was not statistically significant for sex in the development of prospective science teachers' level of nature of science understandings of scientific literacy competence. 6) It was seen that the traditional instructional design application was not statistically significant for sex in the development of prospective science teachers' level of science-technology-society interaction understandings of scientific literacy competence. The results, reached by the analyses of data derived from Views about Nature of Science Inventory and Science-Technology-Society Inventory are as fallows: 1) By the application of constructivist instructional design, the students constucted the views of value-laden nature of science, the possibility of different interpretations of the same data, the role of creativity and imagination in scientific process and the artificial nature of scientific classifications and developed their level of nature of science understandings. The students also developed their naive views of theories can become laws, theories can directly be tested and one-to-one correspondence of scientific models with reality and constructed more informed views. 2) By the application of constructivist instructional design, the students constucted the views of technology as a device design and development process, economic and useful designs, socio-economic and political factor influencing the development of technology, the device aid technology supplies for science and developed their level of science-technology-society understandings. It is also seen that the students developed their naive views of technology as the only application of scientific knowledge and constructed more informed views. It is hoped that this research will be a reference for further researches and give ideas for researchers. Keywords: Scientific Literacy, Nature of Science, Science-Society- Technology, Constructivism, Constructivist Teaching Design.4) It was seen that the constructivist instructional design application was not statistically significant for sex in the development of prospective science teachers' level of science-technology-society interaction understandings of scientific literacy competence, 5) It was seen that the traditional instructional design application was not statistically significant for sex in the development of prospective science teachers' level of nature of science understandings of scientific literacy competence. 6) It was seen that the traditional instructional design application was not statistically significant for sex in the development of prospective science teachers' level of science-technology-society interaction understandings of scientific literacy competence. The results, reached by the analyses of data derived from Views about Nature of Science Inventory and Science-Technology-Society Inventory are as fallows: 1) By the application of constructivist instructional design, the students constucted the views of value-laden nature of science, the possibility of different interpretations of the same data, the role of creativity and imagination in scientific process and the artificial nature of scientific classifications and developed their level of nature of science understandings. The students also developed their naive views of theories can become laws, theories can directly be tested and one-to-one correspondence of scientific models with reality and constructed more informed views. 2) By the application of constructivist instructional design, the students constucted the views of technology as a device design and development process, economic and useful designs, socio-economic and political factor influencing the development of technology, the device aid technology supplies for science and developed their level of science-technology-society understandings. It is also seen that the students developed their naive views of technology as the only application of scientific knowledge and constructed more informed views. It is hoped that this research will be a reference for further researches and give ideas for researchers. Keywords: Scientific Literacy, Nature of Science, Science-Society- Technology, Constructivism, Constructivist Teaching Design.