Prospective Science Teachers’ Views On Media Literacy: A Case Study

This study aims to examine prospective science teachers’ views on media literacy in depth. The study was conducted using a qualitative research approach with a case study design. The study was conducted with 55 prospective science teachers selected through convenience sampling. Data were collected using a semi-structured interview form developed by the researchers and analyzed through content analysis. The findings revealed that prospective science teachers perceived media literacy as a multidimensional competence encompassing access to information, critical thinking, digital literacy, ethical awareness, and social consciousness. Participants emphasized the importance of critically evaluating information, using digital tools effectively, and acting responsibly in media environments. In addition, media literacy was associated with awareness of current events and social responsibility. The results indicate that media literacy should be addressed not only as a technical skill but also as a cognitive, ethical, and social competence in teacher education programs. Based on the findings, it is recommended that media literacy education be strengthened through practical activities, digital tools, and critical thinking-oriented approaches.