DEVELOPING SCIENTIFIC LITERACY IN GRADE 8 THROUGH TEACHING «STEADY ELECTRIC CURRENT» UNIT

This article examines the development of students’ scientific literacy through the instruction of the «Direct Electric Current» unit within the 8th grade physics curriculum. Furthermore, it provides an analysis of effective strategies and tools aimed at enhancing scientific literacy in students. The article characterizes scientific literacy as a student’s ability to explain natural phenomena, draw conclusions based on evidence, and apply scientific knowledge in everyday life. The aim of the research is to identify methodological features of fostering scientific literacy among students in lower secondary school. In accordance with this aim, the following research objectives were established: 1)To analyze scientific and methodological literature relevant to the research topic, as well as the regulatory and legal documents related to general secondary education approved by the Ministry of Education of the Republic of Kazakhstan; 2)To identify and analyze the opportunities for developing scientific literacy among school students. In order to identify the issue of developing students’ scientific literacy in school physics education, a methodological approach based on the analysis and synthesis of scientific and methodological research was employed. In the course of the research, scientific and methodological materials were analyzed, synthesized, and systematized in order to identify the methodological features of developing students’ scientific literacy. The methodological features identified through the study can be implemented in teachers’ professional practice and offer a valuable contribution to pedagogical practice. Keywords: physics, direct electric current, scientific literacy, teaching methodology, physics curriculum.