Secondary Science Teachers’ Disciplinary Literacy Beliefs and Practices

• In Event: Science Teacher Learning and Pedagogical Practices

Abstract

This study examines high school science teachers’ scientific literacy beliefs and practices. Despite the recognized importance of scientific literacy in academic and professional contexts, research regarding day-to-day classroom practices is lacking. This mixed-methods study followed a sequential explanatory design, collecting survey, observation, and interview data from secondary science teachers in the Mid-Atlantic region. Findings reveal that while teachers uniformly value scientific literacy, many struggle to define it accurately, leading to inconsistent implementation of instructional practices. This study highlights the need for professional development to target teachers’ understanding and implementation of scientific literacy.

Authors

• Douglas Leeson, Lehigh University

• Brook Sawyer, Lehigh University