A study of 21st century skills and science literacy amongclassroom teacher

The purpose of this study was to examine and evaluate the 21st century skills and science literacy levels of classroom teachers in terms of gender, years of service, high school major, and university major. For this purpose, a comparative correlational research design within the descriptive survey model, one of the quantitative research methods, was used in the study. The study was conducted with 381 classroom teachers working in schools affiliated with the Ministry of National Education during the 2023-2024 academic year. As data collection tools, the Basic Science Literacy Scale, the Multidimensional 21st Century Skills Scale, and a Personal Information Form were used. The data were analyzed using descriptive statistics and one-way MANOVA, and the results were obtained. The analysis results showed that there was no statistically significant difference in the overall multidimensional 21st century skills and science literacy levels of classroom teachers according to gender, years of service, and university major. However, the dependent variable of basic science literacy showed a significant difference according to the high school major. This difference was between graduates of science departments and graduates of other departments, in favor of graduates of science departments. ANOVA results showed that the dependent variable of Basic Science Literacy differed significantly according to the high school graduation department and that the difference was between science department graduates and other department graduates and it was in favor of science department graduates.