Öğrenci ve okul özellikleri, öğretme ve öğrenme süreci ile ilgili değişkenler ve bilişsel olmayan öğrenme çıktılarının PISA 2015 – Uluslararası Öğrenci Değerlendirme Programı fen okuryazarlığı üzerindeki etkilerinin incelenmesi

This study aims to explore science-related student and school factors and their effects on 15-year-old Turkish students' scientific literacy skills by using the data from Programme for International Student Assessment (PISA 2015). PISA 2015 was implemented with the participation of 187 schools and 5895 students from Turkey. Student-level variables of the study are out-of-school study time for science, science activities, science self-efficacy, interest in broad science topics, enjoyment of science, instrumental motivation, epistemological beliefs, environmental awareness, environmental optimism, students' expected occupational status, and science learning time. School-level variables include proportion of science teachers by all teachers, proportion of science teachers fully certified, proportion of science teachers with ISCED level 5A and a major in science, total number of science teachers at school, shortage of educational material, shortage of educational staff, science specific resources, and creative extra-curricular activities. Combined science scores, science knowledge scores and science competencies scores of students were evaluated seperately. Data analysis were executed by using hierarchical linear modeling (HLM). Out-of-school study time for science, science activities and environmental optimism were found to be effecting all scientific literacy subscales negatively. Science learning time, epistemological beliefs, environmental awareness and students' expected occupational status were found to be effecting all scientific literacy subscales positively. Instrumental motivation had no significant effect on scientific literacy of the students. Science self-efficacy had a positive effect on combined science, content knowledge and explaining phenomena scientifically subscales. Interest in broad science topics had a positive effect on interpreting data and evidence scientifically in addition to these subscales. The relationship of enjoyment of science with all subscales except for evaluating and designing scientific inquiry subscale was positive. Proportion of science teachers by all teachers and science specific resources had positive effect on all scientific literacy, whereas shortage of educational material and total number of science teachers at school effected scientific literacy negatively. Creative extra-curricular activities had positive effect on combined science score, procedural and epistemic knowledge and evaluating and designing scientific inquiry subscales. Proportion of science teachers fully certified, proportion of science teachers with ISCED level 5A and a major in science and shortage of educational staff had no significant effect on scientific literacy.