What is scientific literacy for future science teachers?

This study has two related aims; to investigate the perspectives of pre-service science teachers from Türkiye and Sweden on scientific literacy including what content is relevant and important and how these perspectives might be related to their future teaching practices. Utilizing the framework of Visions of Scientific Literacy and Curriculum Emphases by Roberts (1998, 2007), the research conducts a comparative analysis to give an overview of how pre-service teachers privilege specific contents that they attributed to science education in terms of “why to teach science” according to their perspectives. The findings reveal that participants from both countries referred to the curriculum emphases, Everyday Coping (EC) and Correct Explanation (CE), as the most important reasons to teach science, whereas Scientific Skills Development (SSD) and Science, Technology, and Decision (STD) were notably underemphasized in both contexts. However, the study also revealed differences in the perspectives of pre-service science teachers. For the pre-service teachers from Türkiye, teaching science was important to deal with daily life issues, whereas the ones from Sweden privileged more scientific facts and processes. Furthermore, participants from both countries problematized science teacher education but in different ways, including teaching evolution, having too few or too many subject courses in the teacher education. This cross-cultural comparison provides insights into how scientific literacy is promoted within diverse educational environments; the results help to reflect on what may be included and excluded in science teacher education and inform possible future improvements within science teacher education.