Examination of the Relationship Between Seventh-Grade Students’ Scientific Literacy among Certain Cognitive Variables

Abstract

The aim of this study was to model the possible relationships between the seventh-grade students’ scientific literacy and their logical thinking abilities, cognitive styles (field-dependent/field-independent), functional mental capacities and mental rotation abilities. To that end, a theoretical model, which is believed to explain the relationship between the specified variables, was proposed and then tested by using the Structural Equation Modeling (SEM) techniques. The sample of the study consisted of 823 seventh-grade students who were sampled by using the stratified random sampling method from the central districts of Ankara. The analysis of the data collected in the study supported the proposed theoretical model in the study. Based on the model, the logical thinking ability of the seventh-grade students was the only variable that directly affected the scientific literacy of the students. Field-dependent/field-independent cognitive styles affected the scientific literacy both directly and through all other cognitive variables indirectly. The functional mental capacity affected the scientific literacy both directly and through the mental rotation ability and the logical thinking ability indirectly. Mental rotation abilities affected scientific literacy both directly and through the logical thinking ability indirectly. Finally, the findings obtained from the study were compared with the research studies in the relevant field, and recommendations were presented for the researchers and practitioners of science education.