H. Gonca USTA [1] , R. Nükhet ÃIKRIKÃI [2]
The aim of this study program of International Student Assessment (PISA) to examine the affective factors and scientific literacy in Turkey, according to the data. The variables of general value given to science, personal value given to science, self-efficacy as a science student, self-confidence in science and importance given to scientific inquiry were determined from the PISA 2006 student questionnaire. The effect of these variables on science literacy was investigated by gender and school type. The contribution of the determined variables to the prediction of science literacy was tested with the Structural Equation Model (SEM). Accordingly, the fact that students consider themselves competent as science students has a direct effect on science literacy. As they see themselves as competent, their performance in science increases. In addition, they give importance to scientific inquiry as they consider themselves competent, and as the importance given to scientific inquiry increases, their performance in science literacy increases. The general value given to science has no direct effect on science literacy performance. However, one can speak of an effect mediated by the importance given to scientific inquiry. As the general value students give to science increases, the importance given to scientific inquiry increases. Due to the increase in the importance given to scientific inquiry, there is an increase in performance in science. In addition, it was found that this model defined did not differ between female and male student groups and student groups coming from public and private schools.
