An integrated STSE–simulation based learning model for enhancing scientific literacy: validation and educational implications

Information from the abstract

Scientific literacy is widely recognised as a fundamental competency that enables individuals to engage with science-related issues in social, technological, and environmental contexts and to make informed, evidence-based decisions. This study aimed to develop and validate an integrated instructional model based on the science, technology, society, and environment (STSE) approach combined with simulation-based learning (SBL) to support scientific literacy. A mixed-methods exploratory sequential design was employed. In the first phase, qualitative data were collected through semi-structured interviews with 13 educational stakeholders. The data were analysed using thematic analysis, through which key themes were identified and synthesised into five essential dimensions: learning context, instructional process, media and tools, roles of teachers and students, and assessment and evaluation. In the second phase, quantitative data were collected from science teachers and analysed using confirmatory factor analysis (CFA) to validate the model. The findings indicated that the proposed model demonstrated excellent fit, confirming its construction validity and reliability. Among the five dimensions, learning context and instructional process emerged as the most influential. These findings suggest that the STSE–SBL model provides a theoretically grounded and empirically validated framework for designing contextualised science instruction aimed at supporting scientific literacy.

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Related topics: Science Education and Pedagogy · Science Education and Perceptions · STEM Education