Teacher's Research Literacy and Its Role in Promoting the Quality of Science Education

This study introduces teacher's research literacy and examines its importance in promoting quality of science education and tries to answer the following questions: Does teacher's literacy research have any effect on quality of science education? Does teachers who acquired more research literacy, have more creativity in teaching? Is there a significant difference between teaching quality of teachers with greater research literacy and teachers with lower research literacy? In this study the causal-comparative method has been used and the statistical population was 130 cases of action research report which provided by teachers of West-Azarbaijan province in the academic year of 1388-89. From the population, 40 cases (20 cases with greater research literacy and 20 cases with lower research literacy) were selected as sample size. In order to studying the creativity and quality of science education, teaching of two groups of teachers was evaluated and scored. The standard for appraising teacher's teaching was evaluation form of Teaching Patterns Festival. After collecting data, it was analyzed by using inferential and descriptive statistcs. Results from statistical analysis show that the level of teacher's research literacy has a great impact on teaching science creatively and and qualitatively.