Scientific Literacy Development among Chinese Primary and Secondary Teachers: Current States and Improvement Strategies

Abstract

This study investigates the current state of scientific literacy development among Chinese basic education teachers with a sample of 6,569 primary and secondary teachers from 27 provincial administrative regions across China, using scientific literacy assessments, group comparisons, OLS regression, and other research methods. It also examines the factors related to teacher scientific literacy and proposes improvement strategies, aiming to provide a basis for policies for upgrading the teaching workforces and building a nation with powerful education.