Level of scientific literacy of preservice teachers, the review of their knowledge based approaches to scientific events in daily life and academic ethics values

The aim of this study is to investigate together the scientific literacy levels of preservice teachers, their knowledge-based approaches to science events in daily life and academic ethical values. It is a quantitative research in survey model. In the 2021-2022 academic year, the sample of the study consists of 402 teacher candidates, 115 students from Akdeniz University Education Faculty Preschool Teacher, 156 students from Classroom Teaching Department and 131 students from Science Education Department. To acquire data that is going to be used in the study, "Basic Scientific Literacy Test (BSLT)", "Knowledge-Based Approach Scale to Science Events in Daily Life" and "Academic Ethical Values Scale (AEVS)" were used. Scientific literacy of preservice teachers, their knowledge-based approach to daily life science events and their academic ethical values, gender, grade level, mother's educational status, father's educational status, department of education, place of residence before starting university, type of high school graduated, socioeconomic status, type of book read, documentary watching, scientific developments and following a scientific publication were examined in terms of status variables. In the analysis of the data, the mode, median, mean, standard deviation, skewness and kurtosis coefficient statistics of the data obtained from the preservice teachers were made and it was concluded that the data were normally distributed. For this reason, parametric tests were used. The scientific literacy of the teacher candidates, their knowledge-based approach to science events in daily life, and the findings obtained from academic ethical values were analyzed using the statistical package program. As conclusion of this study it has been determined that pre-service teachers are functional, scientific and technology literate. It has been concluded that preservice teachers' knowledge-based approaches to science events in daily life is at upper intermediate. It has been concluded that the academic ethical values of the teacher candidates is at upper intermediate. In line with the analysis of subproblems, it has been acquired that the scientific literacy of preservice teachers differs meaningfully according to the type of high school graduated variable, and does not differ according to the other variables. The knowledge-based approaches of preservice teachers to daily life science events differs meaningfully according to the variables of mother's educational status, department of education, type of high school graduated and scientific developments following, and does not differ according to the other variables. On the other hand, academic ethical values differ in terms of gender; It was concluded that there was no difference in terms of other variables. In addition, it has been determined that there is a positive and low level relationship between pre-service science teachers' science literacy and their knowledge-based approaches to science events in daily life. Another result is that there is a significant, positive and moderate relationship between prospective teachers' scientific literacy and academic ethical values.