PISA 2015 data and development levels of countries and study of science literacy of students

In this study, the relationship between development levels of selected countries and students' science literacy was investigated. PISA 2003-2015, OECD 2015 education, science and technology reports were used as data sources in the research. According to the PISA results in this study average, below average and over two-OECD countries, including Turkey, Germany, Canada, Spain, France and Italy have been examined data from a comparative perspective. In addition, the data obtained from the PISA 2015 reports by the survey method was analyzed and interpreted since it was thought that there was a relationship between school and student personal characteristics on the students' high level skill scores of science literacy. These characteristics include the classification of students in the same and different classrooms according to their abilities, the duration of internet use in and out of school throughout the day, the age at which the students acquire their first computer, the changing status of students and their attendance to kindergarten. In this study, while PISA science literacy scores were dependent variables, development and development indicators of countries were considered as independent variables. PISA 2015 science literacy data used in the study were obtained from final reports. The data on the development levels of the countries are obtained from the reports "Education at a Glance", "Science and Technology" and "Information Technology' prepared by the OECD.