Classroom teachers' pleasure science and epistemological beliefs and levels of scientific literacy

In this research, it is aimed to examine the Pseudo-Science and Epistemological Beliefs and Scientific Literacy Levels of Classroom Teachers. Classroom teachers working in Kars Central District participated in the research in the 2022-2023 academic year. The relational survey method was used in the study in which 203 classroom teachers participated. "Epistemological Beliefs Scale" was used to determine the epistemological belief levels of Classroom Teachers. The "Science, Pseudo-Science Discrimination Scale" was used to determine the levels of so-called science belief, and the "Scientific Literacy Skills Test" was used to determine the scientific literacy levels. As a result of the analysis of the data obtained, it has been reached that the epistemological and pseudo-science belief levels are at a moderate level. It was concluded that primary school teachers' epistemological beliefs, pseudo-science beliefs and scientific literacy levels did not differ significantly according to some variables (age, seniority, gender, graduated field, graduate education levels, nature of science, history of science and sociology of science courses). As a result of the study, it was seen that there is a negative and significant relationship between the epistemological beliefs of classroom teachers and their scientific literacy levels. According to the results obtained, as the epistemological beliefs of classroom teachers increase, their scientific literacy levels decrease. No relationship was found between the so-called science beliefs of Classroom Teachers and their scientific literacy levels. Keywords: Epıstemologıcal belıefs, Pse-Scıence, Scıentıfıc Lıteracy.