چکیده (انگلیسی):

This study was aimed at investigating the relationship between science learning environments and
scientific literacy level of learners. Descriptive research design of the survey type was employed.
The population for the study was made up of both secondary school students and science teachers,
stratified into types A, B, and C. Four hundred and forty-nine respondents offering sciences were
randomly selected, while 81 respondents were drawn from among science teachers from types A,
B, and C schools. Two self-constructed and validated research instruments - Science Teachers’
Questionnaire (STQ) and Literacy Level Rating Scale (LLRS) - were used to collect data for the
study. Six research questions and two research hypotheses were raised to guide the study. Results
indicated the following: 1) that teachers in the different school types rated their own school
learning environments differently, 2) teachers’ knowledge about optimum, average and poor
learning environments was influenced by the type of school in which they are domiciled , 3) the
extent to which teachers made use of locally made materials varied with school type, 4) hindrance
to the teaching of science subjects was most serious in type C schools, 5) there is a significant
relationship between classroom leaning environments and the respondents’ scientific literacy
level, and 6) there is a significant difference in the scientific literacy level of respondents based on
school types. It is recommended that irrespective of the school type, science teachers ought to be
able to develop science learning communities, teacher and student questions, seek information,
and validate explanations in various thoughtful creative and cooperative ways. Teachers should
shift from design of instruction to design of learning environments.