Learning for strengthening scientific literacy of pre-service teachers in elementary education programs

Abstract

Strengthening scientific literacy among pre-service elementary teachers requires learning experiences that connect scientific reasoning, reflection, problem solving, and communication with pedagogical meaning. This study aimed to develop, implement, and evaluate the EXARIS-PBL framework across different institutional contexts. A sequential exploratory mixed methods design was employed involving pre-service elementary teachers from three Indonesian universities. The research consisted of qualitative exploration, framework development, multi-institution implementation, quantitative assessment, and qualitative investigation of learning processes. Quantitative findings showed that EXARIS-PBL implementation was associated with positive changes in students’ scientific literacy achievement, although the magnitude and statistical evidence varied across institutional contexts. The strongest effectiveness evidence was identified at UNNES, while the UPI implementation showed no significant adjusted posttest difference between groups. The UNP development evaluation demonstrated descriptive improvement following model implementation. Qualitative findings revealed three interconnected developments: progressive pedagogical awareness, professional teacher identity formation, and evidence-based collaboration and scientific communication. Integration of quantitative and qualitative evidence indicated that EXARIS-PBL supports scientific literacy development through structured processes of problem exploration, evidence analysis, reflection, conceptual and pedagogical integration, collaboration, and communication. The findings suggest that EXARIS-PBL provides a context-responsive framework for supporting scientific literacy development and professional preparation of future elementary teachers, while emphasizing the importance of institutional conditions and implementation contexts.